【作者】 王叶影； 贾宁；

【Author】 Wang Yeying;Jia Ning;School of education,Hebei Normal University;

【机构】 河北师范大学教育学院；

【摘要】 在当今社会环境下,学生网络成瘾、厌学、逃学和打架等问题频发,这些问题应当引起社会的关注与思考,以促进学生的心理健康和社会适应。以往研究发现,认知灵活性与情绪调节均作为个体适应现实的方式,但对二者之间的关系的研究较少,本研究主要探索高中生认知灵活性的潜在类别,并讨论各类别与情绪弹性的关系。采用整群随机抽样的方法选取河北省某中学1708名高中生为研究对象,使用高中生认知灵活性问卷、青少年情绪弹性问卷对其进行调查,对认知灵活性进行潜在剖面分析,同时运用方差分析探讨认知灵活性潜在类别与情绪弹性的关系。结果分析发现高中生认知灵活性得分与情绪弹性得分正相关(r=0.60,P<0.01)。潜在类别分析将高中生认知灵活性分为灵活型(22.1%)、中等型(68.1%)和僵化型(9.8%)三类,其中中等型占比较多,灵活型个体占比少,有较大的提升空间,且各组在认知灵活性的不同维度上得分均具有显著性差异。经方差分析和Logistic回归分析结果表明,高中生认知灵活性潜在类别在性别、不同班级类型上差异有统计学意义。经方差分析发现认知灵活性灵活型组高中生在情绪弹性的积极情绪能力和情绪恢复能力维度得分显著高于其他2组(F(2,1702)=266.765, p<0.001,η~2=0.239;F(2,1702)=145.011,p<0.001,η~2=0.146)。经以上研究结果,教育者可通过改善高中生的认知灵活性类型提高其积极情绪和情绪恢复能力,培养心理素质优良的高中生。更多还原

【Abstract】 In today’s social environment, students’ internet addiction, weariness of learning, truancy and fighting are frequent, which should arouse social concern and thinking to promote students’ mental health and social adaptation. Previous studies have found that cognitive flexibility and emotional adjustment are both ways for individuals to adapt to reality, but there is little research on the relationship between them. This study mainly explores the potential categories of cognitive flexibility of senior high school students and discusses the relationship between each category and emotional flexibility. 1708 senior high school students from a middle school in Hebei Province were selected by cluster random sampling. They were investigated by using the Cognitive Flexibility Questionnaire for Senior High School Students and the Emotional Flexibility Questionnaire for Adolescents, and the potential profile of cognitive flexibility was analyzed. At the same time, the relationship between the potential categories of cognitive flexibility and emotional resilience was discussed by using the analysis of variance. Results It was found that the scores of cognitive flexibility and emotional flexibility of senior high school students were positively correlated(r=0.60,P<0.01). The latent category analysis divides senior high school students’ cognitive flexibility into three categories: flexible(22.1%), medium(68.1%) and rigid(9.8%), in which the medium type accounts for more, while the flexible individual accounts for less, which has great room for improvement, and the scores of each group in different dimensions of cognitive flexibility are significantly different. The results of variance analysis and Logistic regression analysis show that there are significant differences in gender and different class types in the potential categories of cognitive flexibility of senior high school students. The analysis of variance shows that the scores of high school students in cognitive flexibility group are significantly higher than those in other two groups(f(2,1702) = 266.765, P < 0.001, η~2 = 0.239;F(2,1702)=145.011,p<0.001,η~2=0.146). Through the above research results, educators can improve their positive emotions and emotional recovery ability by improving their cognitive flexibility types, and cultivate high school students with excellent psychological quality.更多还原