本文選題：情緒智力 + 社會適應(yīng)　； 參考：《云南師范大學(xué)》2014年碩士論文

【摘要】：在以往的成功學(xué)理論中，智商占據(jù)了很重要的地位。教師、家長們往往只關(guān)注孩子的專業(yè)知識和技能怎么樣，卻忽略了受教育者在獲得智力發(fā)展過程中的感受和體驗，最終培養(yǎng)出一些高分低能的學(xué)生，無法適應(yīng)社會環(huán)境的變化。后來學(xué)者們提出了情緒智力的概念，證明在人的智力之外還存在著另一種對人的成功起到關(guān)鍵作用的認(rèn)知能力，即情緒智力。自90年代以來，情緒智力受到了廣大學(xué)者的關(guān)注。整理文獻(xiàn)發(fā)現(xiàn)，以往研究大多是關(guān)于情緒智力的理論探索，并提出情緒智力能夠通過訓(xùn)練得以提升。因此，本文致力于探究提升大學(xué)生情緒智力的有效途徑，對大學(xué)生情緒智力進(jìn)行干預(yù)研究，并檢驗大學(xué)生情緒智力改變對社會適應(yīng)的影響。 在研究中，研究者在Mayer和Salovey1990年提出的情緒智力理論的基礎(chǔ)上，對情緒智力的干預(yù)方案設(shè)計分別采用兩種不同的心理學(xué)咨詢理論：埃利斯合理情緒療法和梅肯鮑姆認(rèn)知行為療法。目的是對比兩種干預(yù)方法的效果，檢驗究竟何種方法最能提升大學(xué)生情緒智力，筆者希望找到提升大學(xué)生情緒智力的有效方法。 研究結(jié)論如下： 結(jié)論一：大學(xué)生情緒智力總分和社會適應(yīng)總分及各因子上都呈顯著的正相關(guān)。在進(jìn)一步的回歸分析中發(fā)現(xiàn)，情緒智力的三個因素進(jìn)入了預(yù)測社會適應(yīng)的回歸方程，分別是：對情緒的控制程度問題、情緒對思維的促進(jìn)能力、對情緒的知覺評估和表達(dá)能力。 結(jié)論二：對情緒智力干預(yù)后，基于合理情緒療法的實驗組和對照組后測成績差異顯著，說明合理情緒療法對提升大學(xué)生情緒智力和社會適應(yīng)有作用。 結(jié)論三：對情緒智力干預(yù)后，基于梅肯鮑姆認(rèn)知行為矯正技術(shù)的實驗組和對照組后測成績差異顯著，，說明梅肯鮑姆認(rèn)知行為矯正技術(shù)對提升大學(xué)生的情緒智力和社會適應(yīng)有效果。 結(jié)論四：對實驗組對照組后測成績進(jìn)行比較，結(jié)果表明實驗組的成績顯著高于對照組，說明對情緒智力的干預(yù)有效。合理情緒療法組和梅肯鮑姆認(rèn)知行為矯正組效果差異不顯著，從平均分上看，認(rèn)知行為矯正組略優(yōu)于合理情緒療法組。
[Abstract]:Intelligence quotient occupies a very important position in the previous theory of success. Teachers and parents often only pay attention to the professional knowledge and skills of their children, but ignore the feelings and experiences of the educatees in the process of obtaining intellectual development, and eventually cultivate some students with high scores and low abilities, and can not adapt to the changes of the social environment. Later, scholars put forward the concept of emotional intelligence, which proves that there is another cognitive ability that plays a key role in human's success, that is, emotional intelligence. Since 1990 s, emotional intelligence has been concerned by many scholars. It is found that most of the previous studies are theoretical exploration of emotional intelligence and it is suggested that emotional intelligence can be improved through training. Therefore, this paper is devoted to explore the effective ways to improve the emotional intelligence of college students, to intervene in the emotional intelligence of college students, and to test the influence of the changes of emotional intelligence on the social adaptation of college students. In this study, based on the emotional intelligence theory proposed by Mayer and Salovey in 1990, two different psychological consulting theories were used in the design of intervention scheme of emotional intelligence: Ellis rational emotion therapy and Macenbaum cognitive behavior therapy. The purpose of this paper is to compare the effects of the two intervention methods and to test which methods can improve the emotional intelligence of college students. The author hopes to find an effective way to improve the emotional intelligence of college students. The conclusions are as follows: first, there is a significant positive correlation between the total score of emotional intelligence, the total score of social adaptation and the factors. In the further regression analysis, we found that the three factors of emotional intelligence entered the regression equation of predicting social adaptation, namely, the degree of control over emotion, the ability of emotion to promote thinking, and the ability of perceptual evaluation and expression of emotion. Conclusion: after the intervention of emotional intelligence, there were significant differences between the experimental group and the control group based on rational emotional therapy, which indicated that rational emotional therapy could improve the emotional intelligence and social adaptation of college students. Conclusion: after the intervention of emotional intelligence, there were significant differences between the experimental group and the control group based on Macenbaum's cognitive behavior correction technique. It shows that Macenbaum's cognitive behavior correction technology has effect on improving college students' emotional intelligence and social adaptation. Conclusion: the results showed that the scores of the experimental group were significantly higher than that of the control group, indicating that the intervention on emotional intelligence was effective. There was no significant difference between the rational emotion therapy group and the Macenbaum cognitive behavior correction group, and the average score of the cognitive behavior correction group was slightly better than that of the reasonable emotion therapy group.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B842

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