【摘要】 目的:探讨大学生依恋模式与生活压力感、应对方式和负性情绪的关系。方法:采用应对方式问卷、负性情绪量表、亲密关系体验问卷及自编压力感问卷对800名大学生进行调查。结果:(1)焦虑型和惧怕型大学生的学业压力、人际压力、经济压力得分均高于安全型和回避型(如焦虑型与安全型得分分别为:14.6±4.0/12.2±3.4、11.0±4.3/8.8±3.1、11.6±4.5/9.4±3.3,P均<0.001);(2)安全型和回避型大学生解决问题得分高于惧怕型和焦虑型(8.8±2.3、8.6±2.3/8.1±2.5、7.8±2.4,P<0.001),安全型和焦虑型求助得分高于惧怕型和回避型(5.8±2.3、5.7±2.4/4.7±2.3、4.6±2.4,P<0.001),焦虑型和惧怕型自责、幻想、退避、合理化得分均高于安全型和回避型(如自责:4.1±2.3、3.9±2.3/2.7±1.6、3.2±2.0,P<0.001);(3)焦虑型和惧怕型大学生的抑郁和焦虑得分均高于安全型和回避型(如抑郁得分:37.3±10.9、36.4±9.8/28.5±11.1、31.2±10.9,P<0.001),回避型大学生的抑郁和焦虑得分高于安全型(31.2±10.9/28.5±11.1,41.9±8.9/38.9±8.5,P<0.001)。结论:消极的自我模型导致个体产生更大的压力感和更多的负性情绪,面对生活压力更多采取自责、幻想、退避和合理化的应对策略;积极的自我模型使个体产生较少的压力感和负性情绪,更多采取解决问题的应对策略;积极的他人模型导致个体面对生活压力更多采取求助的应对策略;消极的他人模型导致个体在压力下会产生更多的负性情绪。更多还原

【Abstract】 Objective:To explore the relationships among attachment working models, the sense of stress, coping strategies and negative moods.Methods:800 college students were assessed by ECR (Experiences in Close Relationship s Inventory), scale of coping strategies, scale of the sense of stress and scale of negative moods.Results:(1) From the perspective of the sense of stress, fearful-avoidant and preoccupied students have more stress from economy, social relationships and study than dismissing-avoidant and secure students(e.g. the stress score of preoccupied and dismissing-avoidant students(14.6±4.0/12.2±3.4, 11.0±4.3/8.8±3.1, 11.6±4.5/9.4±3.3, P<0.001); (2) With respect to stress coping, dismissing-avoidant and secure students use more problem-solving strategy than others (8.8±2.3, 8.6±2.3/8.1±2.5, 7.8±2.4,P<0.001); secure and preoccupied students use more support-seeking strategy than others(5.8±2.3, 5.7±2.4/4.7±2.3, 4.6±2.4,P<0.001); preoccupied and fearful-avoidant students use more strategies of guilty, illusion, avoidance and rationalization(e.g. guilty score: 4.1±2.3, 3.9±2.3/2.7±1.6, 3.2±2.0,P<0.001); (3) With reference to negative moods, preoccupied and fearful-avoidant students experience more negative moods than others(e.g. depressing score: 37.3±10.9, 36.4±9.8/28.5±11.1, 31.2±10.9,P<0.001), dismissing-avoidant students experience more negative moods than secure students(31.2±10.9/28.5±11.1, 41.9±8.9/38.9±8.5, P<0.001); Conclusions: The negative self model leads to more stress, more coping strategies of guilty, illusion, avoidance and rationalization and more negative moods; the positive self model results in less stress, more solving-problem strategy and less negative moods; the positive other model leads to more support-seeking strategy; the negative other model results in more negative moods.更多还原