本文選題：嫉妒　切入點：情緒調(diào)節(jié)　出處：《山東師范大學》2010年碩士論文　論文類型：學位論文

【摘要】： 嫉妒是社會普遍存在的一種心理現(xiàn)象,在大學生中也同樣存在。大專生作為大學生的一個特殊群體同樣不可避免。嫉妒是個體在對自己與他人的主觀距離(價值)的認知比較中產(chǎn)生的一種消極的甚至抱有敵意的情緒體驗。這種消極的情緒狀態(tài)不僅會影響到個體的心理健康,還可能會導致個體采取一些極端的行為,最終會害人害己。情緒調(diào)節(jié)是在情緒發(fā)展的過程中,個體對具有什么樣的情緒,情緒什么時候發(fā)生,以及如何對情緒體驗與表達施加影響的過程。即情緒調(diào)節(jié)可以影響個體對情緒的體驗,可以影響消極情緒的行為表達。應對方式是個體對生活事件以及因生活事件而出現(xiàn)的自身不平衡狀態(tài)所采取的認知和行為措施,是個體面對困境和挫折時的行為方式。因此在理論上良好的情緒調(diào)節(jié)方式和應對方式可以降低個體的嫉妒體驗及不良的嫉妒行為方式。本研究就主要探討大專生的嫉妒心理及行為與情緒調(diào)節(jié)、應對方式的關(guān)系。 本研究用Bringle自我報告嫉妒量表、嫉妒行為反應問卷、情緒調(diào)節(jié)方式問卷以及簡易應對方式問卷對477名大專生進行問卷調(diào)查,用SPSS13.0和AMOS4.0軟件對數(shù)據(jù)進行分析和模型建構(gòu),得出如下結(jié)論: (一)大專生的嫉妒心理普遍存在,其中以愛情和社會競爭中的嫉妒體驗最為明顯;大專生的社會競爭嫉妒存在性別、年級、是否獨生的差異,女生高于男生,二年級學生高于一年級,非獨生子高于獨生子。 (二)大專生的嫉妒行為以消極理智行為為主,在性別、年級和學科性質(zhì)上存在差異,女生的消極理智行為和逃避行為高于男生,大二學生的報復行為和逃避行為高于大一學生,理科生的消極理智行為高于文科學生。 (三)大專生對快樂的調(diào)節(jié)量最高,對恐懼的調(diào)節(jié)量最低,對正性情緒傾向于重視和宣泄調(diào)節(jié),對負性情緒傾向于忽視和抑制調(diào)節(jié)。對于正性情緒,男生更多地使用減弱型調(diào)節(jié)(忽視和抑制),女生更多地使用增強型調(diào)節(jié)(重視和宣泄)。對于負性情緒,男生的抑制調(diào)節(jié)顯著高于女生,大二學生的重視調(diào)節(jié)高于大一學生、抑制調(diào)節(jié)低于大一學生。對于負性情緒的宣泄調(diào)節(jié),二年級的理科生中男生低于女生,文科生中男生高于女生;在文科生的男生中一年級低于二年級;在理科生的女生中一年級低于二年級;在二年級的男生中理科生低于文科生;在二年級的女生中理科生高于文科生。 (四)大專生的應對方式以積極應對為主,大二學生的消極應對高于大一學生,一年級文科生的積極應對高于二年級文科生,二年級理科生的積極應對高于二年級文科生。 (五)模型建構(gòu)的結(jié)果顯示,負性情緒重視調(diào)節(jié)對嫉妒心理有直接影響,負性情緒宣泄調(diào)節(jié)通過負性情緒重視調(diào)節(jié)對嫉妒心理有間接影響;消極應對和嫉妒心理對報復行為有直接影響,正性情緒重視調(diào)節(jié)、負性情緒重視調(diào)節(jié)、負性情緒抑制調(diào)節(jié)、負性情緒宣泄調(diào)節(jié)和積極應對對報復行為有間接影響;嫉妒心理和正性情緒忽視調(diào)節(jié)對逃避行為有直接影響,消極應對和正性情緒重視調(diào)節(jié)對逃避行為既有直接影響也有間接影響,負性情緒的重視、宣泄、抑制調(diào)節(jié)和積極應對對逃避行為有間接影響;嫉妒心理、負性情緒抑制調(diào)節(jié)和積極應對積極理智行為有直接影響,負性情緒重視和宣泄調(diào)節(jié)對積極理智行為有間接影響;正性情緒重視調(diào)節(jié)和負性情緒抑制調(diào)節(jié)對消極理智行為有直接影響,負性情緒宣泄調(diào)節(jié)和積極應對對消極理智行為有間接影響。
[Abstract]:Jealousy is a psychological phenomenon in society, also exist in college students. College students as a special group of college students is also inevitable. Envy is the individual in the subjective distance of yourself and others (value) produce cognitive in a negative and even hostile emotional experience. This kind of mood the negative state will not only affect the individual's mental health, but also may cause individuals to take extreme behavior, will eventually harm to others. Emotion regulation is in the process of emotional development, individual to have what kind of mood, what happened when the mood, emotional experience and expression and how to influence the process. Emotion regulation can affect the individual experience of emotional expression, negative emotions can influence behavior. Coping style is due to the emergence of life events and life events themselves Unbalanced cognitive and behavioral measures taken by the state, the individual is facing difficulties and setbacks behavior. So good in theory, emotion regulation and coping style can reduce the individual experience of jealousy and bad jealousy behavior. This research mainly discusses college students envy psychology and behavior and emotion regulation, relationship coping style.
In this study, Bringle self-report jealousy scale, jealousy behavior response questionnaire, Emotion Adjustment Questionnaire and Simplified Coping Style Questionnaire were used to conduct a questionnaire survey among 477 junior college students. Data and models were constructed by using SPSS13.0 and AMOS4.0 software.
(a) college students generally have psychological jealousy, with love and jealousy in the social competition experience is most obvious; college students social competition envy gender, grade, whether the one-child differences, girls are higher than boys, the second grade students is higher than that of the first grade, only child is higher than non only child.
(two) college students' jealousy behavior to negative wise behaviors, there are differences in gender, grade and subject, girls' negative rational behavior and escape behavior than boys, retaliation sophomore and escape behavior is higher than the freshman, negative sensible behavior science students than liberal arts students.
(three) college students on happiness regulation was the highest, the fear of regulation was the lowest of positive emotions tend to pay attention to and adjust to the negative emotional catharsis, tend to neglect and inhibition. For positive emotion, male students use more decreased regulation (ignoring and suppressing), female students use more enhanced regulation (attention and catharsis). For negative emotions, male inhibition is significantly higher than girls, sophomore more regulation than freshman, lower than freshman suppression. For the negative emotional catharsis adjustment, the second grade science students in boys than girls, liberal arts students in boys were higher than girls; in the liberal arts students in the first grade boys is lower than the second grade; in science students in the first grade lower than the second grade girls; in the second grade boys in science students than liberal arts students; in the second grade girls in science students, Gao Yuwen.
(four) college students' coping styles were mainly based on positive coping strategies. Sophomores' negative coping strategies were higher than those of freshmen. The freshmen's liberal arts students' active coping strategies were higher than those of grade two liberal arts students, and two grade science students' active coping strategies were higher than those of two grade liberal arts students.
(five) modeling results show that the negative emotional attention has a direct impact on the jealousy, negative emotional catharsis by adjusting negative emotion attention regulation of jealousy has indirect effect; negative coping and jealousy has a direct impact on retaliation, positive emotional attention, negative attention, negative emotional inhibition, negative emotional adjustment and positive coping have indirect influence on retaliation; jealousy and positive emotional neglect regulation has a direct impact on the escape behavior, negative coping and positive attention on regulation of escape behavior has direct effect also have indirect effect, negative emotional catharsis, attention, inhibition regulation and positive coping have indirect effects on escape behavior; envy, have a direct impact on negative emotion and positive coping actively regulates the rational behavior, regulation of negative emotions and attention to catharsis product Extremely rational behavior has indirect effects; positive emotion regulation and negative emotional inhibition regulation have a direct impact on negative intellectual behavior, and negative emotion catharsis regulation and positive coping have indirect effects on negative intellectual behavior.

【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2010
【分類號】：B844.2

【引證文獻】

中國期刊全文數(shù)據(jù)庫 前1條

1 潘義英;;實習護士元情緒與臨床溝通能力的關(guān)系研究[J];護理研究;2013年14期

中國碩士學位論文全文數(shù)據(jù)庫 前2條

1 張琳琳;大專生情緒彈性及其與社會支持、自我效能、應對方式的關(guān)系研究[D];西南大學;2012年

2 楊瑞容;大學生挫折應對方式對心理健康的影響研究[D];湖南師范大學;2012年

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本文編號：1651912