【摘要】：情緒調(diào)節(jié)與個體心理健康的關(guān)聯(lián)非常密切,情緒調(diào)節(jié)技能的不足往往會導致很多情緒障礙的發(fā)生。為探討情緒調(diào)節(jié)技能與情緒適應之間的關(guān)系,該研究將《情緒調(diào)節(jié)困難量表》和《正負性感情檢核表》施測于149名聽障大學生和159名普通大學生。研究結(jié)果顯示:與普通大學生相比,聽障大學生在情緒調(diào)節(jié)技能的三個方面(情緒接受、沖動控制和策略使用)體驗到更多的困難,在情緒適應方面體驗到更少的正性情緒和更多的負性情緒。進一步分析發(fā)現(xiàn),對負性情緒的預測中,聽障狀態(tài)和策略使用的主效應顯著,聽障狀態(tài)對情緒接受與負性情緒之間關(guān)系的調(diào)節(jié)作用顯著,即情緒接受方面的困難對聽障大學生的負性情緒體驗有顯著的正向預測作用,而對普通大學生的影響未達到顯著水平。這對我們設計和實施情緒調(diào)節(jié)技能方面的針對性培訓來改善聽障群體的心理健康狀況有啟示作用。
[Abstract]:The relationship between emotional regulation and individual mental health is very close. The lack of emotional regulation skills often leads to a lot of emotional disorders. In order to explore the relationship between emotion regulation skills and emotion adaptation, the scale of emotional Regulation difficulty and the positive and negative emotion Checklist were tested on 149 college students with hearing impairment and 159 normal college students. The results showed that hearing impaired students experienced more difficulties in three aspects of emotion regulation skills (emotional acceptance, impulse control and strategy use) than normal college students. Experience less positive emotions and more negative emotions in emotional adaptation. Further analysis showed that the main effects of hearing impairment and strategy use were significant in the prediction of negative emotion, and the regulatory effect of hearing impairment on the relationship between emotional acceptance and negative emotion was significant. That is, the difficulty of emotional acceptance has a significant positive predictive effect on the negative emotional experience of the hearing-impaired students, but the influence on the ordinary college students has not reached a significant level. It is instructive for us to design and implement targeted training in emotion regulation skills to improve the mental health of the hearing-impaired group.
【作者單位】： 南京特殊教育職業(yè)技術(shù)學院;
【基金】：“高校殘疾大學生就業(yè)指導研究”(2010SJD880092) 2010南京特殊教育職業(yè)技術(shù)學院青年專項課題“殘疾人職業(yè)教育師資培養(yǎng)問題研究”(2010/立項/01)資助。
【分類號】：G762

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