本文關(guān)鍵詞：高中生認(rèn)知情緒調(diào)節(jié)策略與抑郁焦慮關(guān)系　出處：《中國(guó)公共衛(wèi)生》2017年04期 　論文類型：期刊論文

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【摘要】：目的探討高中生認(rèn)知情緒調(diào)節(jié)策略與抑郁、焦慮的關(guān)系。方法 2014年3—4月,采用隨機(jī)分層整群抽樣方法,在河北省張家口、唐山、保定、石家莊、邢臺(tái)、衡水6個(gè)市的7所中學(xué)(其中石家莊2所中學(xué)),每個(gè)中學(xué)隨機(jī)抽取2個(gè)高中班共648名高中生,使用認(rèn)知情緒調(diào)節(jié)問(wèn)卷、抑郁自評(píng)量表、焦慮自評(píng)量表進(jìn)行問(wèn)卷調(diào)查。結(jié)果有抑郁癥狀學(xué)生160人,占24.69%,有焦慮癥狀的學(xué)生26人,占4.01%,既有焦慮又有抑郁癥狀的學(xué)生142人,占21.9%,正常學(xué)生320人,占49.4%;回歸分析表明,災(zāi)難化和沉思正向預(yù)測(cè)抑郁和焦慮(均P0.05),積極設(shè)想負(fù)向預(yù)測(cè)抑郁和焦慮(均P0.05);抑郁者比焦慮者較少采用積極調(diào)整(11.97±3.84 vs 14.15±2.98,P0.05)和積極設(shè)想(22.83±6.29 vs 27.63±5.28,P0.05),焦慮者比抑郁者較多采用責(zé)備他人(9.80±3.35 vs 8.91±3.12,P0.05)。抑郁焦慮共病的高中生比焦慮、抑郁者更多采用沉思默想(11.08±2.63 vs 9.55±2.68 vs 8.87±2.47,P0.05)、自我安慰(6.52±4.29 vs 5.00±2.15 vs 4.77±1.73,P0.05)和災(zāi)難化(12.28±3.80 vs 10.15±4.08 vs9.27±3.43,P0.05)。結(jié)論對(duì)青少年進(jìn)行有針對(duì)性的認(rèn)知情緒調(diào)節(jié)訓(xùn)練可以減輕抑郁和焦慮。
[Abstract]:Objective to investigate the cognitive emotion regulation and depression of senior high school students, the relationship of anxiety. Methods from 2014 3 to April, by randomly stratified cluster sampling method, in Hebei Province, Zhangjiakou, Tangshan, Baoding, Shijiazhuang, Xingtai, 7 secondary schools in 6 cities of Hengshui (the Shijiazhuang 2 middle school), each of 2 randomly selected middle school high school class of 648 high school students cognitive emotion regulation questionnaire, self rating depression scale, self rating Anxiety Scale questionnaire. Results 160 students had depressive symptoms, anxiety symptoms accounted for 24.69%, 26 students, accounting for 4.01%, both anxiety and depressive symptoms of the 142 students, normal students accounted for 21.9%, 320 people, accounting for 49.4%; regression analysis showed that the disaster and meditation positively predicted depression and anxiety (P0.05), assume the positive negative predictive of depression and anxiety (P0.05); depression than anxiety with less positive adjustment (11.97 + 3.84 vs 14.15 + 2.98, P0.0 5) and positive assumption (22.83 + 6.29 vs 27.63 + 5.28, P0.05), anxiety depression more than by blaming others (9.80 + 3.35 vs 8.91 + 3.12, P0.05). The high school students of comorbid anxiety and depression than anxiety, depression is more adopted by the 2.63 vs 9.55 be in a brown study (11.08 + 8.87 + 2.68 + vs 2.47, P0.05), comfort (6.52 + 4.29 vs 5 + 2.15 vs 4.77 + 1.73, P0.05) and disaster (12.28 + 3.80 vs 10.15 + 4.08 vs9.27 + 3.43, P0.05). Conclusion the cognitive emotional regulation training can alleviate the anxiety and depression in adolescents.

【作者單位】： 邢臺(tái)學(xué)院教育科學(xué)教學(xué)部;
【基金】：河北省社會(huì)科學(xué)基金(HB14JY010)
【分類號(hào)】：G444;R749
【正文快照】： 焦慮、抑郁是高中生最常見(jiàn)的情緒問(wèn)題。認(rèn)知情緒調(diào)節(jié)由荷蘭心理學(xué)家Garnefski提出,主要指?jìng)�(gè)體在處理負(fù)性生活事件時(shí)所采取的認(rèn)知應(yīng)對(duì)策略[1]。有研究證實(shí),在面對(duì)情緒壓力的時(shí)候,采用積極的認(rèn)知情緒調(diào)節(jié)策略的個(gè)體焦慮、抑郁的檢出率顯著低于采用消極的認(rèn)知情緒調(diào)節(jié)策略的個(gè)體[

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