高中生焦慮情緒調節(jié)：自我憐憫、接納、認知重評與表達抑制的比較研究
發(fā)布時間：2018-07-25 09:49
【摘要】：焦慮是人們時常體驗到的一種負性情緒。CattellSpielberger把焦慮分為狀態(tài)焦慮與特質焦慮,前者指一種暫時性的狀態(tài),后者指人格上一種穩(wěn)定的焦慮傾向。焦慮對個體的學習、生活、社會交往等方面有重要的影響,過度焦慮會引起睡眠障礙、考試焦慮、社會交往恐懼癥等,影響高中生的身心發(fā)展。為此,人們對如何調節(jié)焦慮情緒進行了廣泛的研究,發(fā)現(xiàn)表達抑制、認知重評、接納與自我憐憫等四種情緒調節(jié)策略都對焦慮都有著一定的調節(jié)作用。但是,以往這些研究沒有系統(tǒng)地比較認知重評、表達抑制、自我憐憫與接納的情緒調節(jié)效果的差異,沒有考慮到個體特質差異和狀態(tài)焦慮水平差異對這些情緒調節(jié)策略的調節(jié)效果的影響。致使面臨不同焦慮特質或不同狀態(tài)焦慮水平個體時,我們對究竟應該采用何種調節(jié)策略進行干預,無從知曉。為此,本研究采用4×2×2的三因素的被試間實驗設計,探討四種情緒調節(jié)策略在不同焦慮特質或不同狀態(tài)焦慮水平下的適用性。其中第一個因素是焦慮情緒調節(jié)策略,包括四個水平,分別是認知重評、表達抑制、接納與自我憐憫;第二個因素是特質焦慮水平,包括兩個水平,分別是高特質焦慮與低特質焦慮;第三因素是狀態(tài)焦慮等級,包括兩個水平,分別是高狀態(tài)焦慮與低狀態(tài)焦慮。本研究通過隨機呈現(xiàn)指導語的方式,用不同的情緒調節(jié)策略引導學生進行情緒調節(jié)。認知重評的指導語從認知療法(Beck,2011)中具有代表性的策略中抽取出來,通過讓被試用理性反思自己的內在想法,進而轉變不合理的想法。表達抑制的指導語改編自謝莉等人(2010)的“情緒抑制和認知重評對邊緣型人格障礙(BPD)患者負性情緒的影響”的研究。主要讓被試壓抑自己的情緒感受與表情,不讓他人覺察出來。接納的指導語由Affect regulation training療法中訓練技能系列中提取出來(Berking,2010;BerkingWhitley,2014)。主要強調讓被試接納而不是逃避讓自己痛苦的想法和感受,觀察、理解自己內心的這些想法感受。自我憐憫的指導語由Affect regulation training療法中訓練技能系列中提取出來(Berking,2010;BerkingWhitley,2014)。主要通過讓被試從旁觀者的角度,用憐憫友好的態(tài)度觀察自己,用悲憫的情感安慰自己、鼓勵自己。同時,本研究采用Charles D.Spielberger等人編制的“特質焦慮量表”區(qū)分被試的特質焦慮水平,把被試分為高特質焦慮和低特質焦慮兩種類型;接著,采用高麗(2014)研究中運用的“失敗誘導測驗”,引發(fā)被試的狀態(tài)焦慮。然后使用Charles D.Spielberger等人編制的“狀態(tài)焦慮量表”對誘導后被試的狀態(tài)焦慮進行測試,區(qū)分出高狀態(tài)焦慮和低狀態(tài)焦慮兩種類型。然后對這2×2四組中的每一組被試分別隨機實施四種調節(jié)策略的干預,然后再次施測“狀態(tài)焦慮量表”,考察被試在干預前后狀態(tài)焦慮的變化情況,將干預前后的狀態(tài)焦慮量表得分的差值作為因變量。以期為不同特質焦慮水平的被試、不同狀態(tài)焦慮水平的被試進行調節(jié)指導時選用何種調節(jié)策略提供一定的依據。研究共92名被試,均為高中學生,其中男生45人,女生47人。最終得出如下結論:1.對于低狀態(tài)焦慮水平者,各個情緒調節(jié)策略的調節(jié)效果都不好,因為焦慮情緒本身強度低。2.自我憐憫、認知重評與表達抑制對于高狀態(tài)焦慮水平者的情緒調節(jié)效果顯著比低狀態(tài)焦慮者更好,接納對不同狀態(tài)焦慮水平的被試的情緒調節(jié)效果差異不顯著。3.對于高特質焦慮水平被試,接納、認知重評與表達抑制的情緒調節(jié)效果顯著比自我憐憫好。4.接納與認知重評對高特質焦慮水平的被試的情緒調節(jié)效果顯著好于對低特質焦慮被試。
[Abstract]:Anxiety is a kind of negative emotion.CattellSpielberger people often experience. The anxiety is divided into state anxiety and trait anxiety. The former refers to a temporary state, the latter refers to a stable tendency of anxiety in personality. Anxiety has an important influence on individual learning, life, social communication and so on, and excessive anxiety will cause sleep disorder. Examination anxiety and social communication phobia affect the physical and mental development of high school students. Therefore, people have conducted extensive research on how to regulate anxiety. Four emotional adjustment strategies, such as expression inhibition, cognitive reassessment, acceptance and self pity, have a certain regulating effect on anxiety. However, these studies have not been systematically studied in the past. The difference in the effect of cognitive reassessment, expression inhibition, self pity and acceptance, does not take into account the influence of individual trait differences and state anxiety levels on the adjustment effect of these emotional adjustment strategies. In this study, the 4 x 2 x 2 factors were designed to explore the applicability of the four emotion regulation strategies under different anxiety traits or different state anxiety levels. The first factor was the adjustment strategy of anxiety, including four levels, which were cognitive reassessment and expression inhibition, respectively. Acceptance and self pity; the second factor is the level of trait anxiety, including two levels, high trait anxiety and low trait anxiety, the third factor is the level of state anxiety, including two levels, high state anxiety and low state anxiety. The students do emotional adjustment. The guidance of cognitive reassessment is extracted from the representative strategies of cognitive therapy (Beck, 2011). By making a rational introspection of their own inner thoughts, and then transforming irrational ideas. The guidance of expression inhibition is adapted from Sherrie and other people (2010) "emotional inhibition and cognitive reassessment to marginal type." The study of the effect of negative emotion on personality disorder (BPD) patients. The subjects were mainly to suppress their emotional feelings and expressions and not to be aware of them. The accepted guidance was extracted from the Training Skills Series in the Affect regulation training therapy (Berking, 2010; BerkingWhitley, 2014). Avoid the thoughts and feelings of pain, observe and understand the feelings of their inner feelings. The guidance of self pity is extracted from the training skills series of Affect regulation training therapy (Berking, 2010; BerkingWhitley, 2014). At the same time, this study uses the "trait anxiety scale" compiled by Charles D.Spielberger and others to distinguish the trait anxiety level of the subjects, and divides the subjects into two types of high trait anxiety and low trait anxiety; then, the "failure induction test" used in the study of Korea (2014) is used to trigger the subjects. State anxiety was then used to test the state anxiety of the induced subjects using the "state anxiety scale" compiled by Charles D.Spielberger et al. To distinguish two types of high state anxiety and low state anxiety. Then, each group in the 2 x 2 four groups randomly implemented the intervention of four adjustment strategies, and then repeated the test. The state anxiety scale was used to examine the change of state anxiety before and after the intervention, and the difference of the score of the state anxiety scale before and after intervention was used as the dependent variable. In order to be the subjects of different trait anxiety levels, the subjects of different state anxiety levels provided a certain basis for the adjustment strategy in the adjustment guidance. A total of 92 studies were studied. The subjects were all senior high school students, including 45 boys and 47 girls. Finally, the following conclusions were drawn: 1. for those with low state anxiety, the adjustment effect of each emotional adjustment strategy was not good, because the anxiety was low.2. self pity, and the effect of cognitive reassessment and expression on the high state anxiety level was significant. There was no significant difference in the emotional regulation effect of the subjects with different state anxiety levels..3. was significantly more effective than the high trait anxiety level subjects, acceptance, cognitive reassessment and expression inhibition were significantly more effective than self pity.4. acceptance and cognitive reassessment on the emotional regulation effect of high trait anxiety levels. The results were better than those of low trait anxiety.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：B844.2
本文編號：2143424
[Abstract]:Anxiety is a kind of negative emotion.CattellSpielberger people often experience. The anxiety is divided into state anxiety and trait anxiety. The former refers to a temporary state, the latter refers to a stable tendency of anxiety in personality. Anxiety has an important influence on individual learning, life, social communication and so on, and excessive anxiety will cause sleep disorder. Examination anxiety and social communication phobia affect the physical and mental development of high school students. Therefore, people have conducted extensive research on how to regulate anxiety. Four emotional adjustment strategies, such as expression inhibition, cognitive reassessment, acceptance and self pity, have a certain regulating effect on anxiety. However, these studies have not been systematically studied in the past. The difference in the effect of cognitive reassessment, expression inhibition, self pity and acceptance, does not take into account the influence of individual trait differences and state anxiety levels on the adjustment effect of these emotional adjustment strategies. In this study, the 4 x 2 x 2 factors were designed to explore the applicability of the four emotion regulation strategies under different anxiety traits or different state anxiety levels. The first factor was the adjustment strategy of anxiety, including four levels, which were cognitive reassessment and expression inhibition, respectively. Acceptance and self pity; the second factor is the level of trait anxiety, including two levels, high trait anxiety and low trait anxiety, the third factor is the level of state anxiety, including two levels, high state anxiety and low state anxiety. The students do emotional adjustment. The guidance of cognitive reassessment is extracted from the representative strategies of cognitive therapy (Beck, 2011). By making a rational introspection of their own inner thoughts, and then transforming irrational ideas. The guidance of expression inhibition is adapted from Sherrie and other people (2010) "emotional inhibition and cognitive reassessment to marginal type." The study of the effect of negative emotion on personality disorder (BPD) patients. The subjects were mainly to suppress their emotional feelings and expressions and not to be aware of them. The accepted guidance was extracted from the Training Skills Series in the Affect regulation training therapy (Berking, 2010; BerkingWhitley, 2014). Avoid the thoughts and feelings of pain, observe and understand the feelings of their inner feelings. The guidance of self pity is extracted from the training skills series of Affect regulation training therapy (Berking, 2010; BerkingWhitley, 2014). At the same time, this study uses the "trait anxiety scale" compiled by Charles D.Spielberger and others to distinguish the trait anxiety level of the subjects, and divides the subjects into two types of high trait anxiety and low trait anxiety; then, the "failure induction test" used in the study of Korea (2014) is used to trigger the subjects. State anxiety was then used to test the state anxiety of the induced subjects using the "state anxiety scale" compiled by Charles D.Spielberger et al. To distinguish two types of high state anxiety and low state anxiety. Then, each group in the 2 x 2 four groups randomly implemented the intervention of four adjustment strategies, and then repeated the test. The state anxiety scale was used to examine the change of state anxiety before and after the intervention, and the difference of the score of the state anxiety scale before and after intervention was used as the dependent variable. In order to be the subjects of different trait anxiety levels, the subjects of different state anxiety levels provided a certain basis for the adjustment strategy in the adjustment guidance. A total of 92 studies were studied. The subjects were all senior high school students, including 45 boys and 47 girls. Finally, the following conclusions were drawn: 1. for those with low state anxiety, the adjustment effect of each emotional adjustment strategy was not good, because the anxiety was low.2. self pity, and the effect of cognitive reassessment and expression on the high state anxiety level was significant. There was no significant difference in the emotional regulation effect of the subjects with different state anxiety levels..3. was significantly more effective than the high trait anxiety level subjects, acceptance, cognitive reassessment and expression inhibition were significantly more effective than self pity.4. acceptance and cognitive reassessment on the emotional regulation effect of high trait anxiety levels. The results were better than those of low trait anxiety.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：B844.2
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