本文選題：特質(zhì)情緒智力 + 記憶偏向��； 參考：《濟南大學》2014年碩士論文

【摘要】：隨著特質(zhì)情緒智力的引入，特質(zhì)情緒智力的緩沖效應(yīng)和保護效應(yīng)不斷被研究者所重視。特質(zhì)情緒智力作為一種低層次的人格特質(zhì)時刻影響著個體的信息加工能力，這一觀點被大多數(shù)研究者所接受。然而，在壓力條件下，個體的信息加工能力會受到壓力的影響，產(chǎn)生不同的加工深度，具有壓力應(yīng)對能力的個體存在更深層次的信息處理，能取得更好的績效，而不具有壓力應(yīng)對能力的個體存在淺層次的信息處理，從而導致工作績效降低、職業(yè)倦怠等。隨著研究的深入，研究者逐漸開始關(guān)注在壓力條件下特質(zhì)情緒智力對個體信息加工過程的影響，并且發(fā)現(xiàn)特質(zhì)情緒智力能夠調(diào)節(jié)個體的信息加工能力。本研究嘗試通過兩個行為實驗來考察在壓力條件下特質(zhì)情緒智力對記憶偏向和注意偏向的影響。 實驗一采用2（組別：壓力組、控制組）×2（特質(zhì)情緒智力：高、低）×3（記憶偏向：積極、中性、負性）的混合情景實驗法，來探究在壓力條件下特質(zhì)情緒智力對記憶偏向的影響。隨機分配濟南某高校的60名大學生到壓力組和控制組，壓力組通過實驗材料（公務(wù)員試題）誘發(fā)壓力情景，控制組通過一般實驗材料進行對照，然后2組被試執(zhí)行自傳體回憶任務(wù)（包含回憶的內(nèi)容、效價以及效價強度評估）。結(jié)果表明，壓力，特質(zhì)情緒智力和記憶偏向的交互作用顯著，并且對于壓力情景下，高特質(zhì)情緒智力存在更多的積極記憶偏向，低特質(zhì)情緒智力存在更多的消極記憶偏向，而對于控制組而言，不存在顯著差異。實驗一說明，特質(zhì)情緒智力在壓力影響記憶偏向中具有調(diào)節(jié)效應(yīng)。 為了進一步考察特質(zhì)情緒智力在壓力條件下對信息加工的影響作用，實驗二采用注意偏向的點探測范式進行實驗。實驗二采用2（組別：壓力組、控制組）×2（特質(zhì)情緒智力：高、低）×3（注意偏向：正性、中性、負性）的混合情景實驗法，來考察在壓力條件下特質(zhì)情緒智力對注意偏向的影響。隨機分配另外60名大學生到實驗組和控制組，實驗組和控制組條件與實驗一相同，然后讓兩組被試執(zhí)行點探測任務(wù)（包含正性、中性和負性詞匯的反應(yīng)時）。實驗二結(jié)果表明，注意偏向，組別和特質(zhì)情緒智力的交互作用顯著，進一步進行簡單效應(yīng)檢驗發(fā)現(xiàn)，對于壓力組而言，高特質(zhì)情緒智力個體對積極情緒詞匯反應(yīng)要快于中性詞匯和消極詞匯，低特質(zhì)情緒智力的個體對于消極詞匯的反應(yīng)要快于中性詞匯和積極詞匯。然而對于控制組而言，沒有出現(xiàn)這種結(jié)果。實驗二說明，特質(zhì)情緒智力在壓力影響注意偏向中也具有調(diào)節(jié)效應(yīng)。 本研究通過兩個情景實驗發(fā)現(xiàn)，特質(zhì)情緒智力具有調(diào)節(jié)效應(yīng)，能夠緩沖壓力對信息加工的影響（記憶偏向和注意偏向）。壓力情景下，高特質(zhì)情緒智力個體偏向于對積極信息的加工，，低特質(zhì)情緒智力個體偏向于對消極信息的加工，這一結(jié)果反映了特質(zhì)情緒智力是如何調(diào)節(jié)壓力對信息加工能力的影響。本文還從被試選擇、研究方法、范式等方面指出了本研究的局限，以及未來研究值得注意的地方，并對相關(guān)理論進行了討論。
[Abstract]:With the introduction of idiosyncratic emotional intelligence, the buffering effect and protective effect of idiosyncratic emotional intelligence are constantly being paid attention to by the researchers. Idiosyncratic emotional intelligence, as a low level personality trait, affects individual information processing ability. This view is accepted by most researchers. However, under pressure, individual information processing is made. Ability will be affected by pressure, produce different processing depth, and individuals with pressure coping ability have deeper information processing, and can achieve better performance, while individuals who do not have the ability to cope with stress have shallow information processing, resulting in lower job performance and job burnout. Gradually began to focus on the impact of idiosyncratic emotional intelligence on individual information processing under stress conditions, and found that idiosyncratic emotional intelligence can regulate individual information processing ability. This study tried to examine the effect of idiosyncratic emotional intelligence on memory bias and attention bias under stress conditions by two behavioral experiments.
In Experiment 1, a mixed scenario method of 2 (Group: stress group, control group) * 2 (trait emotional intelligence: high, low) x 3 (memory bias: positive, neutral, negative) was used to explore the effect of idiosyncratic emotional intelligence on memory bias under pressure. 60 college students in a university in Ji'nan were randomly assigned to the stress group and control group, and the pressure group passed through The experimental material (civil service test) induced stress situation, the control group was compared with the general experimental material, and then 2 groups of subjects performed autobiographical memory tasks (including the content of recollection, titer and titer intensity assessment). The results showed that the interaction of stress, trait emotional intelligence and memory bias was significant and high under stress situations. The trait emotional intelligence has more positive memory bias, and the low trait emotional intelligence has more negative memory bias, but there is no significant difference between the control group and the control group. The experiment one shows that the trait emotional intelligence has a regulating effect on the stress influence memory bias.
In order to further investigate the influence of idiosyncratic emotional intelligence on information processing under pressure conditions, experiment two used the point detection paradigm of attention bias. Experiment two used a mixed scenario method of 2 (Group: pressure group, control group) * 2 (trait emotional intelligence: high, low) x 3 (attention bias: positive, neutral, negative). The effect of idiosyncratic emotional intelligence on attention bias under stressful conditions. 60 other students were randomly assigned to the experiment group and the control group. The experiment group and the control group were the same as the experiment one, and then the two groups of subjects were carried out the detection tasks (including positive, neutral and negative words). Experiment two showed that attention bias, group and The interaction of idiosyncratic emotional intelligence is significant. Further simple effect tests show that for stress groups, the response of high trait emotional intelligence to positive emotion vocabulary is faster than neutral vocabulary and negative vocabulary, and the negative words of low idiosyncratic emotional intelligence should be faster than neutral vocabulary and positive vocabulary. In the control group, there was no such result. Experiment two showed that trait emotional intelligence also had a moderating effect on stress bias.
In this study, two situational experiments have been found that idiosyncratic emotional intelligence has a regulatory effect, which can buffer the impact of stress on information processing (memory bias and attention bias). Under stress situations, individuals with high trait emotional intelligence are biased towards the processing of positive information, and the results of low trait emotional intelligence are biased towards the processing of negative information. It reflects how idiosyncratic emotional intelligence regulates the influence of stress on the ability of information processing. This paper also points out the limitations of this study from the selection of the subjects, research methods and paradigms, as well as the places to pay attention to in the future, and discusses the related theories.
【學位授予單位】：濟南大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B842

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