【摘要】：情緒調(diào)節(jié)策略是個體為了達(dá)到情緒調(diào)節(jié)的目的而有意圖、有計劃的努力和做法。本研究在綜述以往情緒調(diào)節(jié)及情緒調(diào)節(jié)策略理論和實證研究基礎(chǔ)上,對大學(xué)生情緒調(diào)節(jié)策略的結(jié)構(gòu)、特點及有效性進(jìn)行了探討。 研究一,大學(xué)生情緒調(diào)節(jié)策略的結(jié)構(gòu)。采用深度訪談法和問卷法,自編大學(xué)生情緒調(diào)節(jié)策略問卷,考察大學(xué)生的情緒調(diào)節(jié)策略,以探討大學(xué)生對日常生活和學(xué)習(xí)中常見的三種情緒(悲傷、憤怒、快樂)調(diào)節(jié)策略的結(jié)構(gòu)。 研究二,大學(xué)生情緒調(diào)節(jié)策略的特點。采用大學(xué)生情緒調(diào)節(jié)策略問卷考察大學(xué)生的情緒調(diào)節(jié)策略的使用次序差異和性別差異。 研究三,大學(xué)生情緒調(diào)節(jié)策略的有效性研究。采用實驗室實驗法考察憤怒、悲傷和快樂情緒調(diào)節(jié)策略中的共同策略——認(rèn)知重評和表達(dá)抑制策略的有效性,通過其生理指標(biāo)及主觀體驗探討兩種策略在三種情緒下的差異。 在對上述三個研究結(jié)果分析與討論的基礎(chǔ)上,本研究得出以下主要結(jié)論: 1本研究編制的大學(xué)生情緒調(diào)節(jié)策略問卷具有良好的信度和效度,可以作為測評大學(xué)生憤怒、悲傷和快樂情緒調(diào)節(jié)策略的工具。 2大學(xué)生消極情緒調(diào)節(jié)策略的結(jié)構(gòu)具有一致性。其中憤怒和悲傷情緒調(diào)節(jié)策略的結(jié)構(gòu)都包括情境選擇、情境修正、注意轉(zhuǎn)移、認(rèn)知重評、表達(dá)抑制和人際支持六個維度。大學(xué)生積極情緒和消極情緒調(diào)節(jié)策略的結(jié)構(gòu)不一致�？鞓非榫w調(diào)節(jié)策略的結(jié)構(gòu)包括快樂尋求、支持分享、認(rèn)知重評和表達(dá)抑制四個維度。 3大學(xué)生憤怒情緒調(diào)節(jié)策略使用從高到低依次是情境選擇、注意轉(zhuǎn)移、認(rèn)知重評、表達(dá)抑制、情境修正、人際支持。大學(xué)生悲傷情緒調(diào)節(jié)策略使用從高到低依次是注意轉(zhuǎn)移、情境選擇、認(rèn)知重評、表達(dá)抑制、人際支持、情境修正。大學(xué)生快樂情緒調(diào)節(jié)策略使用從高到低依次是快樂尋求、支持分享、表達(dá)抑制、認(rèn)知重評。 4大學(xué)生憤怒、悲傷和快樂情緒調(diào)節(jié)策略存在性別差異。大學(xué)生在進(jìn)行憤怒和悲傷情緒調(diào)節(jié)時,女生比男生更傾向于使用人際支持和情境選擇策略;男生比女生更傾向于使用表達(dá)抑制策略。大學(xué)生在進(jìn)行快樂情緒調(diào)節(jié)時,女生比男生更傾向于使用快樂尋求和支持分享策略。 5認(rèn)知重評和表達(dá)抑制策略在憤怒、悲傷和快樂情緒誘發(fā)下的主觀體驗和生理反應(yīng)存在差異。認(rèn)知重評策略能有效減弱憤怒、悲傷和快樂情緒的主觀體驗。表達(dá)抑制策略不能有效的減弱憤怒和悲傷情緒的主觀體驗,可以減弱快樂情緒的主觀體驗。表達(dá)抑制引起了憤怒、悲傷和快樂情緒更大的交感神經(jīng)喚醒(手指血容振幅顯著降低)。
[Abstract]:The emotion regulation strategy is the individual has the intention, the plan effort and the practice in order to achieve the emotion regulation goal. On the basis of summarizing the previous theories and empirical studies of emotion regulation and emotion regulation strategies, this study discusses the structure, characteristics and effectiveness of college students' emotion regulation strategies. First, the structure of college students' emotion regulation strategies. In order to explore the three common emotions (sadness, anger) in college students' daily life and study, a self-designed questionnaire on emotion regulation strategies of college students was made by means of in-depth interviews and questionnaires, and investigated the emotion regulation strategies of college students in order to find out three common emotions (sadness and anger) in their daily life and study. Happiness) regulates the structure of strategies. Second, the characteristics of college students' emotion regulation strategies. The use order and gender difference of emotion regulation strategies of college students were investigated by using the questionnaire of emotion regulation strategies of college students. Third, the effectiveness of college students' emotion regulation strategies. The effectiveness of cognitive reappraisal and expression inhibition strategies, which are the common strategies in the regulation of anger, sadness and happiness, were investigated by laboratory experiments, and the differences between the two strategies under the three emotions were discussed through their physiological indexes and subjective experiences. Based on the analysis and discussion of the results of the above three studies, the main conclusions are as follows: 1 the questionnaire developed by this study has good reliability and validity; It can be used as a tool to evaluate the emotion regulation strategies of anger, sadness and happiness of college students. 2 the structure of negative emotion regulation strategies of college students is consistent. The structure of anger and sadness regulation strategies includes six dimensions: situational selection, situational modification, attention transfer, cognitive reappraisal, expression inhibition and interpersonal support. The structure of positive and negative emotion regulation strategies of college students is not consistent. The structure of happy emotion regulation strategies includes four dimensions: happiness seeking, support sharing, cognitive reevaluation and expression inhibition. 3 the use of anger emotion regulation strategies of college students is situational selection, attention transfer, from high to low. Cognitive reappraisal, expression inhibition, situational modification, interpersonal support. The order of college students' sadness regulation strategies from high to low is attention transfer, situational selection, cognitive reevaluation, expression inhibition, interpersonal support and situational modification. The order from high to low is happiness seeking, support sharing, expression inhibition, cognitive re-evaluation. 4 there are gender differences in emotion regulation strategies of university students. Female students were more likely to use interpersonal support and situational selection strategies than boys, and boys were more likely to use expression inhibition strategies than girls. The female students were more likely to use the happiness seeking and supporting sharing strategies than the boys. 5 Cognitive reappraisal and expression inhibition strategies were used in anger. There were differences in subjective experience and physiological response induced by sadness and happiness. Cognitive reappraisal strategies can effectively reduce the subjective experience of anger, sadness and happiness. Expression inhibition strategy can not effectively weaken the subjective experience of anger and sadness, can weaken the subjective experience of happy emotion. Inhibition of expression leads to a greater sympathetic arousal of anger, sadness, and happiness (a significant decrease in the amplitude of the blood volume of the finger).
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2009
【分類號】：B844.2

【引證文獻(xiàn)】

相關(guān)期刊論文 前3條

1 曹亮;徐悅;陳勤鋒;;大學(xué)生情緒調(diào)節(jié)策略與心理健康研究[J];赤峰學(xué)院學(xué)報(自然科學(xué)版);2012年14期

2 汪曉東;張立春;肖鑫雨;;大腦學(xué)習(xí)探秘——認(rèn)知神經(jīng)科學(xué)研究進(jìn)展[J];開放教育研究;2011年05期

3 金芳;張珊珊;門淑云;;藝術(shù)類大學(xué)生情緒調(diào)節(jié)策略特點及其與人格、自動思維關(guān)系研究[J];中國特殊教育;2011年05期

相關(guān)博士學(xué)位論文 前1條

1 王馨竹;大學(xué)生金錢態(tài)度的結(jié)構(gòu)、特點及影響因素研究[D];遼寧師范大學(xué);2011年

相關(guān)碩士學(xué)位論文 前10條

1 田琳琳;高中生英語學(xué)業(yè)情緒調(diào)節(jié)策略及其培養(yǎng)[D];河南大學(xué);2011年

2 張慧珍;初中生情緒調(diào)節(jié)策略的結(jié)構(gòu)及其與親子依戀、學(xué)校適應(yīng)的關(guān)系研究[D];河南大學(xué);2011年

3 趙文文;對暴力攻擊型青少年憤怒控制的團(tuán)體訓(xùn)練研究[D];中國政法大學(xué);2011年

4 唐文文;情緒調(diào)節(jié)的發(fā)展研究及啟示[D];東北師范大學(xué);2011年

5 李娜;習(xí)慣性情緒調(diào)節(jié)策略對風(fēng)險決策的影響[D];杭州師范大學(xué);2012年

6 朱艷姣;高二學(xué)生自我關(guān)注對情緒反應(yīng)的影響及教育建議[D];天津師范大學(xué);2012年

7 韓曉瓊;高一年級學(xué)業(yè)情緒調(diào)節(jié)策略的干預(yù)研究[D];天津師范大學(xué);2012年

8 蘇可媛;高中教師職業(yè)壓力、情緒調(diào)節(jié)、情感與睡眠質(zhì)量的關(guān)系研究[D];哈爾濱工程大學(xué);2012年

9 姚屹北;初中生情緒調(diào)節(jié)策略對中性材料記憶的影響[D];遼寧師范大學(xué);2011年

10 馬曉娜;初中生數(shù)學(xué)學(xué)業(yè)情緒調(diào)節(jié)策略研究[D];東北師范大學(xué);2012年

，

本文編號：2219001