本文選題：內(nèi)隱自殺態(tài)度 + 外顯自殺態(tài)度　； 參考：《華中師范大學(xué)》2015年博士論文

【摘要】：大學(xué)生作為一個(gè)特殊的群體,他們普遍接受過良好的教育,是國(guó)家和民族的希望,大學(xué)生自殺不僅給大學(xué)生個(gè)人、家庭及學(xué)校帶來重大損失,對(duì)其他大學(xué)生也造成了極大的消極影響,造成了嚴(yán)重的社會(huì)影響。如何有效地預(yù)防和減少大學(xué)生自殺,已成為擺在政府、社會(huì)和高校面前的一個(gè)需要迫切解決的社會(huì)問題。本研究試圖通過探討大學(xué)生自殺態(tài)度、控制自殺態(tài)度動(dòng)機(jī)及自殺意念三者之間的關(guān)系,了解有自殺意念大學(xué)生自殺態(tài)度自我調(diào)節(jié)的特點(diǎn)和規(guī)律,為心理健康教育人員提供預(yù)防和干預(yù)自殺的相關(guān)理論依據(jù),這對(duì)于降低大學(xué)生自殺率具有十分重要的理論意義和實(shí)踐意義。本研究共分為五個(gè)部分。研究一通過運(yùn)用扎根理論方法對(duì)11名有自殺意念大學(xué)生的訪談資料進(jìn)行三級(jí)編碼,并依據(jù)訪談資料和三級(jí)編碼結(jié)果對(duì)大學(xué)生改變自殺態(tài)度的心理過程及改變自殺態(tài)度的原因進(jìn)行分析,驗(yàn)證了有自殺意念大學(xué)生存在著自殺態(tài)度自我調(diào)節(jié)的心理現(xiàn)象以及不同類型的控制自殺態(tài)度動(dòng)機(jī),并且控制自殺態(tài)度動(dòng)機(jī)可分為內(nèi)部調(diào)節(jié)、整合調(diào)節(jié)、認(rèn)同調(diào)節(jié)、內(nèi)射調(diào)節(jié)和外部調(diào)節(jié)五種類型。研究二通過運(yùn)用問卷法編制大學(xué)生控制自殺態(tài)度動(dòng)機(jī)問卷,并驗(yàn)證了控制自殺態(tài)度動(dòng)機(jī)的五維度模型。研究三通過運(yùn)用雙因素被試間實(shí)驗(yàn)設(shè)計(jì)的方法對(duì)認(rèn)知沖突、控制自殺態(tài)度動(dòng)機(jī)對(duì)消極情緒及外顯自殺態(tài)度的影響進(jìn)行研究,驗(yàn)證了控制自殺態(tài)度動(dòng)機(jī)高自我決定被試在經(jīng)歷到態(tài)度反應(yīng)與行為目標(biāo)不一致時(shí)體驗(yàn)到較強(qiáng)的指向自我的消極情緒,其對(duì)自殺行為的贊同程度顯著降低,而低自我決定被試在經(jīng)歷到態(tài)度反應(yīng)與行為目標(biāo)不一致時(shí)體驗(yàn)到較弱的指向自我的消極情緒,其對(duì)自殺行為的贊同程度沒有顯著降低。研究四通過運(yùn)用雙因素被試問實(shí)驗(yàn)設(shè)計(jì)的方法對(duì)認(rèn)知資源、控制自殺態(tài)度動(dòng)機(jī)對(duì)內(nèi)隱自殺態(tài)度的影響進(jìn)行研究,驗(yàn)證了控制自殺態(tài)度動(dòng)機(jī)高自我決定被試的內(nèi)隱自殺態(tài)度在有認(rèn)知資源和無認(rèn)知資源兩種實(shí)驗(yàn)條件下沒有顯著差異,而低自我決定被試在有認(rèn)知資源實(shí)驗(yàn)條件下的內(nèi)隱自殺態(tài)度要顯著低于無認(rèn)知資源實(shí)驗(yàn)條件下的內(nèi)隱自殺態(tài)度。研究五構(gòu)建了控制自殺態(tài)度動(dòng)機(jī)、內(nèi)隱自殺態(tài)度、外顯自殺態(tài)度與自殺意念的關(guān)系模型,驗(yàn)證了外顯自殺態(tài)度在內(nèi)隱自殺態(tài)度和自殺意念之間發(fā)揮著顯著的中介效應(yīng),控制自殺態(tài)度動(dòng)機(jī)在外顯自殺態(tài)度和自殺意念之間發(fā)揮著顯著的調(diào)節(jié)效應(yīng)。本論文借鑒偏見自我調(diào)節(jié)的相關(guān)理論及實(shí)證研究結(jié)果對(duì)有自殺意念大學(xué)生自殺態(tài)度自我調(diào)節(jié)的心理現(xiàn)象及測(cè)量工具進(jìn)行了探索性的研究,試圖為通過培養(yǎng)和調(diào)動(dòng)有自殺意念大學(xué)生的積極認(rèn)知資源以更有效開展自殺預(yù)防和干預(yù)工作提供理論依據(jù)和科學(xué)的測(cè)量工具。
[Abstract]:College students as a special group, they have generally received good education, is the hope of the country and the nation, college students suicide not only to college students, families and schools to bring great losses. To other university students also caused the enormous negative influence, caused the serious social impact. How to effectively prevent and reduce the suicide of college students has become a social problem that needs to be solved urgently in front of the government, society and universities. This study attempts to explore the relationship among suicide attitude, suicidal attitude motivation and suicidal ideation of college students, and to understand the characteristics and rules of suicide attitude self-regulation in college students with suicidal ideation. It is of great theoretical and practical significance to provide theoretical basis for the prevention and intervention of suicide for mental health educators, which is of great theoretical and practical significance in reducing the suicide rate of college students. This study is divided into five parts. In the first study, the interview data of 11 college students with suicidal ideation were coded at the third level by using the method of rooted theory. According to the data of interview and the result of three-level coding, the psychological process of college students changing their attitude to suicide and the reasons for changing their attitude towards suicide were analyzed. It is verified that college students with suicidal ideation have the psychological phenomenon of suicide attitude self-regulation and different types of suicidal attitude control motivation, and control suicide attitude motivation can be divided into internal regulation, integration regulation, identity regulation. There are five types of injective regulation and external regulation. In the second study, the questionnaire was used to compile the questionnaire of college students' suicidal attitude motivation, and the five dimensional model of controlling suicide attitude motivation was verified. In the third study, the effects of cognitive conflict and suicide attitude motivation on negative emotion and explicit suicide attitude were studied by using the method of double-factor experimental design. It was verified that the subjects with high self-determination in controlling suicidal attitude motivation experienced a strong self-directed negative emotion when they experienced the inconsistency between attitude reaction and behavioral goal, and their approval of suicide behavior decreased significantly. However, the low self-decision subjects experienced a weak self-directed negative emotion when they experienced the inconsistency between the attitude response and the behavioral goal, but their approval of suicide behavior did not decrease significantly. In study 4, the effects of cognitive resources and controlling suicide attitude motivation on implicit suicide attitude were studied by using the method of two-factor experimental design. The results showed that there was no significant difference in implicit suicide attitude between those with cognitive resources and those without cognitive resources. However, the implicit suicide attitude of the subjects with low self-decision was significantly lower than that of the subjects without cognitive resources. The relationship between explicit suicide attitude and suicide ideation was verified by constructing a model of controlling suicide attitude motivation, implicit suicide attitude, explicit suicide attitude and suicidal ideation, which proved that explicit suicide attitude and suicide ideation play a significant role in mediating the relationship between implicit suicide attitude and suicidal ideation. There is a significant regulatory effect between suicidal attitude and suicidal ideation. In this paper, the psychological phenomena and measurement tools of suicide attitude self-regulation of college students with suicidal ideation are studied by using the theory of bias self-regulation and empirical research results. This paper attempts to provide theoretical basis and scientific measurement tools for the development of suicide prevention and intervention by cultivating and mobilizing the positive cognitive resources of college students with suicidal ideation.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2015
【分類號(hào)】：B846

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