本文選題：大學生 + 自我同情��； 參考：《河南大學》2014年碩士論文

【摘要】：自我同情是指個體以開放、寬容的態(tài)度理解和接納自己，不回避自己所遭受的失敗與痛苦，把自己的遭遇與負面的情緒看作是全人類共有的體驗，把失敗、缺陷普遍化、合理化，并能夠意識到每個經歷這種境遇和情緒的人都是值得同情的。已有研究發(fā)現(xiàn)，人們的自我同情水平與心理健康狀況之間密切相關。注意是指個體心理活動或意識的指向與集中。作為認知加工的第一步，注意同樣對個體心理健康有著重要的影響。有研究指出，負性注意偏向是抑郁癥產生、發(fā)展和持續(xù)的重要原因。人們的注意偏向會受到內外部因素的影響，而人格因素往往調節(jié)人們在不同情境下的注意特征。基于此，本研究通過設計情緒啟動和成敗反饋兩類情境，結合注意偏向研究范式，探討自我同情對大學生在不同情境下注意特征的調節(jié)作用。 本研究采用自我同情量表，篩選出227名符合要求的被試，其中高自我同情組113名，低自我同情組114名。研究包括兩個實驗。實驗一采用2（自我同情高、低分組）×3（正性情緒啟動、負性情緒啟動、控制組）×2（積極詞、消極詞）三因素混合設計，考察情緒啟動下自我同情大學生的注意偏向特點。實驗二同樣采用2（自我同情高、低分組）×3（成功反饋、失敗反饋、無反饋）×2（積極詞、消極詞）三因素混合設計，考察成敗反饋下自我同情大學生的注意偏向特點。 研究主要得出以下結果： （1）自我同情高分組被試對探測刺激出現(xiàn)在積極詞位置上的反應時顯著短于出現(xiàn)在消極詞位置的反應時；自我同情低分組被試對探測刺激出現(xiàn)在消極詞位置上的反應時顯著短于出現(xiàn)在積極詞位置的反應時。 （2）在正性情緒啟動下，自我同情高分組表現(xiàn)出對積極詞匯的注意偏向，自我同情低分組注意方向發(fā)生變化，表現(xiàn)為對負性刺激的回避。在負性情緒啟動下，高低自我同情組注意偏向差異顯著，低自我同情組表現(xiàn)出明顯的對負性刺激的注意偏向。 （3）成功反饋使自我同情低分組注意方向發(fā)生變化，低分組被試表現(xiàn)出對負性刺激的回避。在失敗反饋條件下，高低自我同情組注意偏向差異顯著，高自我同情組對出現(xiàn)在積極詞與消極詞位置的探測刺激差異不顯著，低自我同情組表現(xiàn)出明顯的對負性刺激的注意偏向。 結論：高自我同情個體對積極信息存在注意偏向，低自我同情個體對消極信息存在注意偏向；自我同情能夠有效調節(jié)不同情境下個體的注意偏向。
[Abstract]:Self-pity means that individuals understand and accept themselves with an open and tolerant attitude, do not shy away from their failures and sufferings, regard their own experiences and negative emotions as experiences shared by all mankind, and generalize their failures and defects. Rationalise and realize that everyone who experiences such circumstances and emotions deserves sympathy. Studies have found that people's level of self-compassion and mental health are closely related. Attention refers to the direction and concentration of individual psychological activities or consciousness. As the first step of cognitive processing, attention also plays an important role in individual mental health. Studies have shown that negative attention bias is an important cause of depression, development and persistence. Attention bias is influenced by internal and external factors, while personality factors often regulate attention characteristics in different situations. Based on this, this study, by designing two kinds of situations, emotional priming and success or failure feedback, and combining the paradigm of attention bias, explores the regulating effect of self-pity on the attention characteristics of college students in different situations. In this study, 227 subjects were selected by self sympathy scale, 113 in high self pity group and 114 in low self sympathy group. The study consists of two experiments. In experiment 1, three factors (positive emotion priming, negative emotion priming, control group) 脳 2 (positive words, negative words) were used to study the characteristics of attention bias of college students with self-pity under emotional priming, using a mixture of two (self-pity high and low groups) 脳 3 (positive emotional priming, negative emotional priming, control group) 脳 2 (positive words, negative words). Experiment 2 also adopted the "2 (high, low group)" 脳 3 (success feedback, failure feedback, no feedback) 脳 2 (positive words, negative words) three factors mixed design, to investigate the success or failure feedback of self-pity college students' attention bias characteristics. The main results of the study are as follows: 1) the response time of the subjects in the high self-pity group to the positive word position of the probe stimulus was significantly shorter than that of the negative word position; The response time of self-pity low group to detecting stimuli in negative word position was significantly shorter than that in positive word position. 2) under the positive emotion, the high score group of self-sympathy showed the attention bias to the positive vocabulary, and the direction of attention to the low group of self-sympathy changed, which showed the avoidance of negative stimulation. Under the condition of negative emotion, there were significant differences in attention bias between high and low self-pity groups, while the low self-sympathy group showed obvious attention bias towards negative stimulation. 3) successful feedback changed the attention direction of self-sympathetic low-group, and the low-group subjects showed avoidance of negative stimulation. Under the condition of failure feedback, there were significant differences in attention bias between high and low self-pity groups, but there was no significant difference in detecting stimuli in positive words and negative word positions in high self-pity group. The low self-sympathy group showed obvious attention bias to negative stimulation. Conclusion: the individuals with high self-compassion have attention bias to positive information, while individuals with low self-compassion have attention bias to negative information, and self-compassion can effectively regulate the attention bias of individuals in different situations.
【學位授予單位】：河南大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B844

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