摘要
采用2×2×3的三因素混合实验设计,探讨不同情绪应对策略(寻求积极体验和分散注意)在不同情境(可控和不可控)下,对压力心理反应(情绪反应和压力感受)的影响。被试为大学本科生48人,每个被试在不同情境的三个实验阶段(基线期、应激期和干预期)分别测量一次。结果发现:(1)实验所用的瑞文推理测验任务成功地诱发了被试的压力感,设计的不同情境的确使被试感受到不同程度的可控性。(2)与分散注意策略相比,寻求积极体验策略在应对压力的心理反应上更具优势,能够使正性情绪的增加、以及负性情绪和压力感受的减少显著超过基线水平。(3)情境可控性对情绪应对策略的效果起着调节作用,寻求积极体验策略在不可控的压力情境下更有利于个体缓解压力。
This study, by using the three-factor mixed experimental design, aims to explore the effect of different emotion-based coping strategies （seeking positive experience and distracting attention） on psychological re- sponses to stress （including emotional reaction and the feehng of pressure） under different stressful situations （ controllable and uncontrollable）. A total of 48 university students are surveyed, each of whom is measured once in three experimental phases （baseline period, stress period and intervention period） of different stressful situ- ations. The results show the following： （1） The Raven＇ s Progressive Matrices used in the experiment successfully induce the participants＇ feeling of pressure, and the different situations designed indeed make the participants sense different degrees of controllability. （2） The strategy to seek positive experience, which outweighs the strat- egy to distract attention in coping with psychological responses under stress, can increase positive emotion and de- crease negative emotion and feeling of pressure significantly beyond the baseline level. （3） Situational controlla- bility regulates the effect of emotion-based coping strategies, and the strategy to seek positive experience is more helpful to an individual in relieving his pressure under uncontrollable stressful situations.
出处
《中国特殊教育》
CSSCI
北大核心
2012年第11期53-58,共6页
Chinese Journal of Special Education
基金
重庆市教育科学"十一五"规划课题"大学生情绪应对策略及其训练模式研究"(项目编号:10-GJ-0518)
教育部人文社会科学研究青年基金项目"特殊教育教师职业压力的情绪应对策略研究"(项目编号:10YJCXLX045)
关键词
寻求积极体验
分散注意
情境可控性
情绪应对策略
seeking positive experience distracting attention situational controllabilityemotion-based coping strategies
作者简介
王滔，博士，副教授，研究方向：情绪与心理健康、特殊儿童心理与教育。E—mail：wangtao．cq@163．com。
