文章摘要
黄大庆.大学生认知情绪调节策略特征及其教育启示[J].中华流行病学杂志,2020,41(7):1151-1154
大学生认知情绪调节策略特征及其教育启示
Characteristics of college students’ cognitive emotion regulation strategies and its pedagogical implications
收稿日期:2020-03-27  出版日期:2020-07-15
DOI:10.3760/cma.j.cn112338-20200327-00450
中文关键词: 情绪调节;认知策略;大学生
英文关键词: Emotion regulation;Cognitive strategies;College student
基金项目:
作者单位E-mail
黄大庆 北京联合大学心理素质教育中心 100101 mddcn@126.com 
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中文摘要:
      目的 调研大学生在遭遇负性生活事件时所使用的情绪调节认知策略特征。方法 以472名“00后”大学生及343名非“00后”大学毕业生为研究对象,运用认知情绪调节问卷进行对比分析。结果 在面对消极事件时,“00后”大学生比非“00后”大学生更多采用积极重新关注、换角度思考、自我责难、沉思、灾难化、责难他人的策略,差异有统计学意义(P<0.05)。在策略的运用上存在性别差异,男生比女生更多使用责难他人、灾难化的策略,女生比男生更多使用积极重评策略,差异有统计学意义(P<0.05)。结论 在情绪调节认知策略的使用上,“00后”大学生与非“00后”大学生存在明显的差异,可以依据其年龄特点制定有针对性的教育方案。
英文摘要:
      Objective To understand the cognitive emotion regulation strategies of college students after suffering from negative events in the life. Methods The Cognitive Emotion Regulation Questionnaire was used for a survey in 472 college students born after 2000 and 343 college students born before 2000. Results In the face of negative events, the college students born after 2000 usually adopted the strategies of positive appraisal, thinking differently, self-blame, rumination, catastrophizing, complaining others, the difference was significant (P<0.05). There was a gender specific difference in the use of the cognitive emotion regulation strategies, boys were more likely to choose complaining others and catastrophizing than girls, girls were more likely to have positive appraisal than boys, the difference was significant (P<0.05). Conclusion In the use of the cognitive emotion regulationstrategies, there are obvious differences between college students born after 2000 and college students born before 2000. Age characteristics of the college students must be taken into account in the development of education programs.
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