本文選題：成年期 + 情緒調(diào)節(jié)自我效能感��； 參考：《浙江理工大學(xué)》2017年碩士論文

【摘要】：情緒調(diào)節(jié)自我效能感作為一種特殊的具體自我效能感,對(duì)個(gè)體主觀幸福感和人際關(guān)系均有影響,但其對(duì)主觀幸福感的情感(積極情緒、消極情緒和積極率)和認(rèn)知兩個(gè)部分,對(duì)行為的作用機(jī)制以及三者之間的作用機(jī)制尚不明確;且研究對(duì)象多偏向于大學(xué)生和老年人;再探討了這些機(jī)制以后,由于成年早期是情緒調(diào)節(jié)自我效能感的發(fā)展關(guān)鍵期,而焦點(diǎn)解決短期治療已被廣泛地應(yīng)用于改善大學(xué)生的自我效能感和情緒,因而本研究嘗試用焦點(diǎn)解決自助方式指導(dǎo)大學(xué)生的情緒調(diào)節(jié)自我效能感和情緒的應(yīng)用。為解決以上問(wèn)題進(jìn)行以下三項(xiàng)研究:研究一:采用情緒調(diào)節(jié)自我效能感量表考察18～94歲的963名成年人情緒調(diào)節(jié)自我效能感的發(fā)展特點(diǎn)。結(jié)果為:1)從青年到中年,個(gè)體的情緒調(diào)節(jié)自我效能感呈上升趨勢(shì),但進(jìn)入老年期卻有下降趨勢(shì);2)在進(jìn)入老年期之前,男性的情緒調(diào)節(jié)自我效能感高于女性,而進(jìn)入老年期之后,女性高于男性;研究二:采用情緒調(diào)節(jié)自我效能感量表、積極情緒和消極情緒量表、生活滿意度量表與人際關(guān)系綜合診斷量表考察18～94歲的963名成年人情緒調(diào)節(jié)自我效能感與情緒、生活滿意度和人際關(guān)系的關(guān)系。結(jié)果為:1)成年人的情緒調(diào)節(jié)自我效能感及其維度能夠正向預(yù)測(cè)積極情緒和生活滿意度,反向預(yù)測(cè)消極情緒和人際關(guān)系困擾,且在不同年齡段的預(yù)測(cè)作用不同;2)在情緒調(diào)節(jié)自我效能感對(duì)人際關(guān)系困擾的作用中,積極情緒、積極率和生活滿意度在其中起到部分中介作用;研究三:采用實(shí)驗(yàn)組控制組前測(cè)后測(cè)設(shè)計(jì)考察焦點(diǎn)解決自助干預(yù)對(duì)224名18～24歲大學(xué)生的情緒調(diào)節(jié)自我效能感及其維度、積極情緒、消極情緒和積極率的指導(dǎo)應(yīng)用。結(jié)果為:1)應(yīng)用焦點(diǎn)解決自助干預(yù)在大學(xué)生情緒調(diào)節(jié)自我效能感方面呈現(xiàn)陰性結(jié)果,但降低消極情緒和提高積極率;2)焦點(diǎn)解決自助干預(yù)材料的呈現(xiàn)方式和呈現(xiàn)時(shí)間都對(duì)積極率存在影響,晚上進(jìn)行干預(yù)且圖的形式最能提高大學(xué)生的積極率。總結(jié)論為,情緒調(diào)節(jié)自我效能感在成年期三個(gè)階段有不同的發(fā)展趨勢(shì)且存在性別差異;情緒調(diào)節(jié)自我效能感對(duì)個(gè)體的情緒、生活滿意度和人際關(guān)系的作用在成年期不同階段存在差異;使用焦點(diǎn)解決自助干預(yù)可以對(duì)大學(xué)生的情緒管理提供指導(dǎo)。
[Abstract]:Emotion regulation self-efficacy, as a special kind of specific self-efficacy, has influence on both individual subjective well-being and interpersonal relationship, but its emotion (positive emotion, negative emotion and positive rate) and cognition to subjective well-being. The mechanism of action on behavior and the mechanism between them are not clear, and the subjects of the study tend to be college students and the elderly. After discussing these mechanisms, the early adulthood is the key period for the development of emotion regulation self-efficacy. However, short-term focus resolution therapy has been widely used to improve college students' self-efficacy and emotion. Therefore, this study attempts to use focus self-help to guide college students' emotional self-efficacy and emotional application. In order to solve the above problems, the following three studies were carried out: 1. The developmental characteristics of emotional regulation self-efficacy in 963 adults aged 18 to 94 years were investigated by using the emotional Regulation Self-efficacy scale. The results were: (1) from youth to middle age, the emotion regulation self-efficacy of individual showed an upward trend, but it had a downward trend into old age. 2) before entering the old age, the male's emotion regulation self-efficacy was higher than that of the female, but after entering the old age, the male's emotion regulating self-efficacy was higher than that of the female. Women were higher than men; study 2: emotional Self-efficacy scale, positive emotion scale and negative emotion scale, Life satisfaction scale and Comprehensive Diagnostic scale of interpersonal relationships the relationship between emotional self-efficacy, life satisfaction and interpersonal relationships in 963 adults aged 1894 years was investigated. The results were as follows: (1) Adults' emotional regulation self-efficacy and its dimensions could positively predict positive emotions and life satisfaction, and negatively predict negative emotions and interpersonal distress. And in different age groups, the predictive role is different (2) in the role of emotional self-efficacy in the role of interpersonal distress, positive emotions, positive rate and life satisfaction play a part of the intermediary role; Study 3: Self-help intervention was applied to 224 college students aged 18 to 24 years in terms of emotion regulation self-efficacy, positive emotion, negative emotion and positive rate by using the pre-test and post-test design of the control group in the experimental group. The results showed that the application of focus solution self-help intervention in emotion regulation self-efficacy of college students showed negative results. However, reducing negative emotion and increasing positive rate (2) the presentation mode and presentation time of self-help intervention materials have influence on the positive rate. Intervention at night and the form of map can improve the positive rate of college students. The conclusion is that there are different development trends and gender differences in the three stages of emotional regulation self-efficacy. The effects of life satisfaction and interpersonal relationships are different in different stages of adulthood, and the use of focus to solve self-help intervention can provide guidance for the emotional management of college students.
【學(xué)位授予單位】：浙江理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B842.6

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