【作者】 徐馨琦；

【导师】 方平；

【作者基本信息】 首都师范大学 ， 发展与教育心理学， 2005， 硕士

【摘要】 情绪调节是指个体以社会允许的容忍方式做出适当情绪反应的能力,使个体在做出情绪反应时可以灵活、有效地控制自己的冲动,并延迟自己的冲动行为。该理论强调如何对情绪的体验和表达施加正面影响,符合了身心健康教育的时代需求,在教育心理学、动机心理学及情绪心理学领域倍受关注。本研究在已有研究的基础上,采用开放式问卷调查法和心理测量法,测查了不同类型的学校(普通中学、重点中学),1543名中学生的情绪反应(抑郁心境和焦虑)、情绪调节策略及人际压力的水平,采用相关、回归、t检验、方差分析及协方差结构模型分析(Amso4)等统计方法,探讨了青少年情绪反应、情绪调节策略及人际压力发展的特点及情绪反应与情绪调节策略、人际压力之间的关系。 研究结果表明:1.青少年的情绪反应、情绪调节策略和人际压力存在年级、性别及学校类型的差异:年级愈高,情绪反应的水平就愈强;重点中学的学生情绪调节能力高于普通中学的学生,高中生情绪调节策略较初中生好;2.情绪反应、消极应对策略、亲子压力和群体压力的性别差异不显著;男生在同伴压力、师生压力和总人际压力上的差异明显高于女生;3.青少年多采用积极的应对策略;消极应对策略对于青少年的情绪、人际压力具有显著的影响并有预测作用,同伴压力及群体压力能预测抑郁;人际压力对青少年情绪影响程度由大到小依次是:同伴压力、亲子压力、师生压力、群体压力。4.情绪调节策略对情绪反应有极强的负向影响;人际压力对情绪反应有弱的正向影响,对情绪调节策略呈现负向影响;抑郁心境相对于焦虑对情绪反应水平的作用大。情绪调节策略对焦虑和抑郁心境的产生具有重要作用;人际压力影响焦虑和抑郁的产生;人际压力通过情绪调节策略对抑郁和焦虑的间接产生影响。 据此,本研究认为,在家庭教育、学校教育及青少年自身的发展中要特别注重青少年情绪调节策略、人际压力和情绪的发展特点,培养青少年采取有效控制情绪的策略,能够使其在成长中保持健康的心态,较好地与外界环境相适应。 本研究首次将人际压力专门纳入青少年情绪反应的影响因素研究中,反映了青春期除了课业压力外,人际压力对青少年情绪调节策略及情绪反应的重大意义,弥补了已有研究的不足;同时利用结构方程,建构了情绪反应关系的模式,探索了青少年人际压力水平与情绪调节策略掌握的好坏与情绪反应强度之间内在的联系。丰富了青少年负性情绪多层面的研究,有助于预防青少年期负性情绪的发生以及其它由负性情绪引发的身心问题,为个体抑郁的终身预防提供依据;倡导以加大情绪健康教育、培养高适应、高心理素质的基础教育质量。更多还原

【Abstract】 The motion regulate means the individual does an ability that the appropriate motion respond with the tolerance method that the society allow, making a motion reaction, individual can with vivid, control own impulse availably, and delay own impulse behavior. That emphasize how to experience of motion and express to exert the front side influence, meet the ages need that mind and body healthily educate, from here at educate the psychology, the motive psychology and the motion psychology realms to be doubly pay attention to.Based on the questionnaire study of 1543 students from two kinds of middle schools, from junior 1 to senior 3, about the coping styles of human relations pressure in their live events and their emotion. From approach of depress, trait anxiety degrees, the disquisition takes an empirical study via the statistical and analysis methods includes regression, t-inspection, analysis of variance (ANOVA) and at last, relation among human relations pressure, strategies of emotional adjustment, emotion is examined by using Analysis of Moment Structures (Amso4): Results indicate: l.There are grade-characteristics in development of human relations pressure, depress and emotion regulation strategies in middle school students. Depression degree increased with grade. Emotion-adjusting strategies adopted by adolescences from different grades verify remarkably; Students from senior high schools are more willingly to use positive regulation strategy to adjust emotions than from those junior high schools. Little diversity can be seen among six grades to use coping strategies.2. Gender demonstrated significant difference in companion pressure, and all pressure. The strategy used by adolescences of different gender diversifies significantly. Generally, girls are more likely to choose positive coping strategy in emotional adjustment than boys. 3. Adolescent proper adopted positive emotion regulation strategies that can efficiently appease there depress degrees. 4. Human relations pressure, especially companion pressure and colony pressure do influence and predict adolescent emotion. Human relations pressure, emotion and emotion regulation strategies Emotion regulation strategies had accumulative effect on emotion; and human relations pressure and emotion regulation strategies indirectly influenced the emotion each other.Therefore, educational workers should take appropriate coping styles in their puberty home-based and school education, to our way of thinking, and teachers ought to help and encourage students to use positive strategy to adjust their emotion. Only through the associate efforts of parents and teachers, adolescences are to conform better to outside surroundings that they grow up in both mental and physical health.更多还原