本文選題：攻擊性 + LIWC��； 參考：《西南大學(xué)》2014年碩士論文

【摘要】：近年來(lái)攻擊性行為受到研究者們的普遍關(guān)注,過(guò)去許多學(xué)者從不同角度對(duì)攻擊性進(jìn)行了研究。以往研究表明,語(yǔ)言使用特征與人格等心理成分有著密切聯(lián)系,書(shū)寫表達(dá)有利于身心健康的改善�？疾旃粜院驼Z(yǔ)言用詞的關(guān)系,探討書(shū)寫表達(dá)對(duì)高中生攻擊性的干預(yù)效果,有利于拓展和豐富語(yǔ)言與心理過(guò)程關(guān)系的相關(guān)理論,降低不良行為帶來(lái)的嚴(yán)重影響,并為今后學(xué)校心理健康工作者的心理健康預(yù)防與維護(hù)工作提供參照。 本研究在以往研究綜述的基礎(chǔ)上,采用Buss和Perry編制的AQ攻擊性問(wèn)卷(修訂版)考察被試的攻擊性水平,并采用pennebaker勺“創(chuàng)傷經(jīng)歷書(shū)寫任務(wù)”(改編為“攻擊經(jīng)歷書(shū)寫任務(wù)”)考察被試的語(yǔ)言用詞特點(diǎn),進(jìn)而考察高中生攻擊性與語(yǔ)言用詞的關(guān)系。采用書(shū)寫表達(dá)的干預(yù)方法,分別從總體攻擊和不同維度的攻擊上考察了干預(yù)作用的效果。 研究過(guò)程如下：研究一,運(yùn)用LIWC程式軟件對(duì)34名被試的102份書(shū)寫文本的文本中語(yǔ)言用詞進(jìn)行詞頻分析,考察不同攻擊類型上不同攻擊水平個(gè)體的語(yǔ)言用詞特點(diǎn),進(jìn)而考察高中生攻擊性與語(yǔ)言用詞的關(guān)系,并用語(yǔ)言用詞對(duì)攻擊性的回歸模型來(lái)預(yù)測(cè)攻擊性。研究二,將被試隨機(jī)分為三組,三種分別為攻擊相關(guān)書(shū)寫任務(wù)組、攻擊無(wú)關(guān)書(shū)寫任務(wù)組以及無(wú)書(shū)寫任務(wù)組,每組被試人數(shù)分別為：25、32、30人�？疾鞎�(shū)寫表達(dá)對(duì)攻擊性的干預(yù)效果。 本研究得到如下結(jié)論：(1)攻擊性和語(yǔ)言用詞存在一定關(guān)系,攻擊性在語(yǔ)言用詞上有所體現(xiàn),主要體現(xiàn)在第一人稱單數(shù)(i)、負(fù)向情緒詞(negemo)口應(yīng)和詞(assent)上。第一人稱單數(shù)詞使用頻率越低、負(fù)向情緒詞使用頻率越高,預(yù)測(cè)攻擊性越高。應(yīng)和詞使用頻次越高,預(yù)測(cè)語(yǔ)言攻擊越高。 (2)語(yǔ)言用詞對(duì)攻擊性的回歸模型可以對(duì)攻擊性加以預(yù)測(cè)。語(yǔ)言用詞對(duì)不同類別攻擊性的回歸預(yù)測(cè)模型并不相同。 (3)書(shū)寫表達(dá)干預(yù)對(duì)攻擊性不同維度和總變量有不同的效果。具體而言,書(shū)寫干預(yù)能夠在一定程度上阻斷或減緩高中生總體攻擊性、身體攻擊、言語(yǔ)攻擊、憤怒、指向自我攻擊的上升趨勢(shì)。但書(shū)寫干預(yù)對(duì)敵意攻擊的干預(yù)效果甚微。相關(guān)主題書(shū)寫干預(yù)能產(chǎn)生一定程度效果,無(wú)關(guān)主題書(shū)寫干預(yù)任務(wù)并不能起到干預(yù)作用。
[Abstract]:In recent years, aggression behavior has been paid more and more attention by researchers. In the past, many scholars have studied aggression from different angles. Previous studies have shown that language use features are closely related to psychological elements such as personality, and written expression is beneficial to the improvement of physical and mental health. By investigating the relationship between aggression and language words, and exploring the intervention effect of writing expression on high school students' aggression, it is helpful to expand and enrich the relevant theories of the relationship between language and psychological process, and to reduce the serious influence of bad behavior. It also provides reference for the prevention and maintenance of mental health of school mental health workers in the future. Based on the review of previous studies, the AQ aggression questionnaire (revised edition) developed by Buss and Perry was used to investigate the aggression level of the subjects. Pennebaker's "traumatic experience writing task" (adapted as "aggression experience writing task") was used to investigate the language and vocabulary characteristics of the subjects, and then to investigate the relationship between high school students' aggression and language words. The effects of the intervention were investigated from the overall attack and the different dimensions of aggression by using the method of written expression. The research process is as follows: first, using LIWC program software to analyze the word frequency of language words in the text of 102 books written by 34 subjects, and to investigate the characteristics of language words used by individuals with different attack levels in different attack types. Then the relationship between high school students' aggression and language words was investigated, and the regression model of language words to aggression was used to predict aggression. In the second study, the subjects were randomly divided into three groups: the attack related writing task group, the attack independent writing task group and the non-writing task group. To investigate the intervention effect of writing expression on aggression. In this study, the following conclusions are drawn: (1) aggression has a certain relationship with language words, which is mainly reflected in first-person singular words, negative emotive words and negative words. The lower the frequency of using first person singular words, the higher the frequency of negative emotion words and the higher the predictive aggression. The higher the frequency of use, the higher the predictive language attack. The regression model of language words to aggression can predict aggression. The regression prediction models of language use for different types of aggression are different. 3) the intervention of written expression had different effects on different dimensions and total variables of aggression. To some extent, writing intervention can block or slow down the overall aggression, physical aggression, verbal aggression, anger, and point to the upward trend of self-aggression in high school students. But written intervention has little effect on hostile attacks. Related thematic writing intervention can produce a certain degree of effect, irrelevant thematic writing intervention task can not play an intervention role.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B844.2

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 楊治良，劉素珍，，高樺;內(nèi)隱與外顯社會(huì)認(rèn)知（攻擊性）的性別差異之實(shí)驗(yàn)研究[J];湖北大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);1996年03期

2 劉連忠,肖水源;生活事件、社會(huì)支持與自殺未遂[J];臨床精神醫(yī)學(xué)雜志;2002年02期

3 楊治良;;內(nèi)隱攻擊性與同情的關(guān)系研究[J];寧波大學(xué)學(xué)報(bào)(人文科學(xué)版);2008年06期

4 余毅震,史俊霞,黃艷,王俊;家庭因素與兒童青少年攻擊行為關(guān)系探討[J];中國(guó)學(xué)校衛(wèi)生;2005年10期

5 何一粟;李洪玉;馮蕾;;中學(xué)生攻擊性發(fā)展特點(diǎn)的研究[J];心理發(fā)展與教育;2006年02期

6 趙冬梅;周宗奎;范翠英;柯善玉;;童年期攻擊行為發(fā)展的追蹤研究[J];心理發(fā)展與教育;2009年04期

7 楊慧芳;攻擊行為的社會(huì)信息加工模式研究述評(píng)[J];心理科學(xué);2002年02期

8 張文新,紀(jì)林芹,宮秀麗,張茜,王益文,陳欣銀;3～4歲兒童攻擊行為發(fā)展的追蹤研究[J];心理科學(xué);2003年01期

9 葉茂林;攻擊性研究方法[J];心理科學(xué);2003年02期

10 郭伯良,張雷;兒童攻擊和同伴關(guān)系的相關(guān):20年研究的元分析[J];心理科學(xué);2003年05期

本文編號(hào)：1845640