本文選題：初中生　切入點：情緒彈性　出處：《山西師范大學(xué)》2017年碩士論文

【摘要】：情緒彈性是心理彈性的一個分支,指的是個體能夠產(chǎn)生積極情緒以及個體能迅速從消極情緒中恢復(fù)過來的能力。情緒彈性是個體在日常生活中所具有的一種情緒能力,對個體快速適應(yīng)外界環(huán)境、有效應(yīng)對消極刺激具有非常重要的作用。初中生處于青春期,生理和心理發(fā)展的不平衡性,導(dǎo)致了各種沖突及矛盾,在面對外界的消極刺激時很容易產(chǎn)生消極情緒,并會影響他們的認(rèn)知加工機(jī)制。本研究采用了初中生情緒彈性問卷,對運(yùn)城某中學(xué)的初中生進(jìn)行施測,篩選出前后各17%的初中生分別作為情緒彈性的高、低分組進(jìn)行,通過對不同情緒彈性組的初中生面對不同性質(zhì)的情緒詞時,表現(xiàn)出來的注意偏向以及記憶偏向來對實驗研究中的認(rèn)知偏向的特點進(jìn)行研究。實驗分為兩個實驗。實驗一采用2×3×2混合實驗設(shè)計。自變量:情緒彈性水平(高、低)為組間變量,情緒詞性質(zhì)(積極、消極、中性)為組內(nèi)變量,探測點位置(左側(cè)、右側(cè))為組內(nèi)變量。因變量為反應(yīng)時,以此來研究初中生情緒彈性對注意偏向的影響。實驗二采用2×2二因素混合設(shè)計。自變量有兩個,一個是被試間變量:高、低情緒彈性水平,另外一個是被試內(nèi)變量:積極情緒詞、消極情緒詞。因變量為反應(yīng)時和正確率,以此來研究初中生情緒彈性對記憶偏向的影響。通過研究得出以下結(jié)論:1.在情緒詞(積極、消極)和中性詞同時出現(xiàn)時,不同情緒彈性的初中生對情緒詞存在注意偏向。在積極情緒詞的注意偏向上,高情緒彈性組的被試與低情緒彈性組的被試差異不顯著。情緒彈性水平的低的被試組總是對消極詞匯表現(xiàn)出注意偏向。2.在積極情緒詞和消極情緒詞同時呈現(xiàn)時,情緒彈性水平高的被試在探測點有效和無效時的反應(yīng)時不存在顯著差異。情緒水平低的被試組在探測點有效和無效時的反應(yīng)時存在顯著差異。這表明了不同情緒彈性水平的初中生對消極情緒詞存在注意偏向,當(dāng)探測點無效時,反應(yīng)時更短。3.不同彈性水平的初中生對不同性質(zhì)的目標(biāo)詞存在顯著性差異。情緒彈性水平高的初中生對積極詞匯再認(rèn)正確率上要明顯高于對消極詞匯的再認(rèn)正確率。情緒彈性水平低的初中生對消極詞匯的再認(rèn)正確率上要明顯高于對積極詞匯的再認(rèn)正確率。情緒彈性高的初中生對積極詞匯的再認(rèn)正確率明顯高于情緒彈性水平低的初中生。情緒彈性水低的初中生對消極詞匯的再認(rèn)正確率明顯高于情緒彈性水平高的初中生。
[Abstract]:Emotional elasticity is a branch of psychological elasticity, which refers to the ability of an individual to produce positive emotions and to recover quickly from negative emotions. Emotional elasticity is an emotional ability of an individual in daily life. It is very important for individuals to adapt to the external environment quickly and to deal with negative stimuli effectively. Junior high school students are in puberty, and the imbalance of physical and psychological development leads to various conflicts and contradictions. It is easy to produce negative emotion and affect their cognitive processing mechanism in the face of external negative stimuli. This study uses emotional elasticity questionnaire of junior high school students to test middle school students in Yuncheng. At the same time, 17% of junior middle school students before and after were selected as high and low groups of emotional elasticity. When the junior high school students in different emotional elasticity groups were faced with different kinds of emotional words, The characteristics of cognitive bias in the experimental study were studied by using attentional bias and memory bias. The experiment was divided into two experiments. Experiment 1 was designed as a 2 脳 3 脳 2 hybrid experiment. Low) is the inter-group variable, the nature of the emotional word (positive, negative, neutral) is the intra-group variable, and the location of the probe point (left, right) is the intra-group variable. To study the effect of emotional elasticity on attention bias in junior high school students. Experiment two uses 2 脳 2 two-factor mixed design. There are two independent variables: high and low emotional elasticity. The other is the variables: positive emotion word, negative emotion word. The dependent variable is reaction time and correct rate to study the influence of emotional elasticity on memory bias of junior high school students. When both negative and neutral words appear at the same time, the junior high school students with different emotional elasticity have attention bias to emotional words. There was no significant difference between the high emotional elasticity group and the low emotional elasticity group. The low emotional elasticity group always showed attention bias to the negative words. 2. When the positive emotion words and the negative emotion words appeared simultaneously, There was no significant difference in the response time of the subjects with high emotional elasticity when the detection point was effective or ineffective, but there was significant difference between the low emotional level subjects in the response time when the detection point was effective and the response time was not effective. This indicated that there were significant differences in the response time between the two groups. The junior middle school students with elastic level have attention bias to negative emotion words, When the probe point is invalid, The response time was shorter. 3. There were significant differences in target words of different properties among junior high school students with different levels of elasticity. The recognition accuracy rate of positive words of middle school students with high level of emotional elasticity was significantly higher than that of negative words. The recognition rate of negative vocabulary in junior high school students with low emotional elasticity was significantly higher than that in positive vocabulary recognition, and the recognition accuracy rate of positive vocabulary in middle school students with high emotional elasticity was significantly higher than that in emotional resilience. The recognition rate of negative vocabulary was significantly higher in the middle school students with low emotional elasticity than that in the middle school students with high emotional elasticity.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B842

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