本文選題：大學(xué)生 + 情緒適應(yīng)　； 參考：《中國(guó)心理衛(wèi)生雜志》2014年09期

【摘要】：目的:測(cè)查大學(xué)生的情緒適應(yīng)狀況及其與依戀、情緒調(diào)節(jié)之間的關(guān)系,為促進(jìn)大學(xué)生情緒適應(yīng)提供實(shí)證支持。方法:在三所高校選取大一至大四年級(jí)大學(xué)生642名。用中國(guó)大學(xué)生適應(yīng)量表(CCSAS)考察情緒適應(yīng),關(guān)系測(cè)查問卷(RSQ)考察依戀(選取其中的依戀安全、依戀焦慮與依戀回避3個(gè)維度),情緒調(diào)節(jié)習(xí)慣問卷(ERQ)考察情緒調(diào)節(jié)(包含積極情緒增強(qiáng)與減弱、消極情緒增強(qiáng)與減弱4個(gè)維度)。結(jié)果:大學(xué)生情緒適應(yīng)存在問題者(T≤50分)占51.6%。大二、大三男生在情緒適應(yīng)得分高于大一、大四男生[(3.5±0.5),(3.5±0.6)vs.(3.3±0.7),(3.3±0.6);P0.01];女生情緒適應(yīng)得分的年級(jí)差異無統(tǒng)計(jì)學(xué)意義(P0.05)。大學(xué)生RSQ的依戀安全維度(β=32)、ERQ的積極情緒增強(qiáng)和消極情緒減弱調(diào)節(jié)策略兩個(gè)維度得分(β=0.14、0.11)能正向預(yù)測(cè)大學(xué)生的情緒適應(yīng)得分;依戀焦慮和依戀回避維度(β=-0.35、-0.14)和消極情緒增強(qiáng)調(diào)節(jié)維度得分(β=-0.17)能負(fù)向預(yù)測(cè)大學(xué)生情緒適應(yīng)得分,均P0.001。結(jié)論:本研究提示,大學(xué)生的情緒適應(yīng)狀況有待提高;大一和大四男生出現(xiàn)情緒適應(yīng)問題更多。不同依戀風(fēng)格個(gè)體采用不同的情緒調(diào)節(jié)策略,其情緒適應(yīng)狀況不同。
[Abstract]:Objective: to investigate the relationship between emotional adaptation, attachment and emotional regulation of college students, and to provide empirical support for promoting emotional adaptation of college students. Methods: 642 freshmen to senior students were selected from three universities. The Chinese college students' adaptation scale (CCSAS) was used to investigate emotional adaptation, and the RSQs were used to investigate the attachment (choosing the attachment safety among them). Attachment anxiety and attachment avoidance were investigated in three dimensions, and emotion regulation habit questionnaire (ERQ) was used to examine emotional regulation (including positive emotion enhancement and weakening, negative emotion enhancement and weakening). Results: 51.6% of college students had emotional adaptation problems (T 鈮，

本文編號(hào)：1895188