自动化情绪调节策略对特质焦虑大学生应激反应的影响
|
摘要
研究采用句子整理任务启动自动化情绪调节策略,特里尔社会应激测试模拟应激过程,以探讨认知重评和表达抑制对不同特质焦虑大学生在应激状态下的影响。结果发现,自动化认知重评和表达抑制能获得适应性生理反应。自动化情绪调节策略适用于不同特质焦虑的个体。特质焦虑对个体应激反应的影响主要体现在情绪体验上,高特质焦虑个体更易体验到焦虑情绪。但个体在压力性任务中的生理反应和行为表现不受特质焦虑因素的影响。
A healthy population is the key mark of a prosperous nation and a strong country. With the growth of social and economic development, people's living standards have been increasing, but the mental health problems have become the focus of public attention. Anxiety is one of the most common mental health problems in clinical practice today. Those who do not meet the criteria for clinical diagnosis but frequently suffer from anxiety are also worthy of attention. Trait anxiety refers to the tendency to assess internal stimuli or external events in a manner that causes anxiety. It is considered to be the susceptibility factor for individuals to experience more frequent, more intense anxiety and then pathological development. Previous studies have found that individuals with high trait anxiety have deficits in their ability to regulate their emotions. Automatic emotion regulation strategies help alleviate negative emotions that college students and anxious individuals experience from viewing images. However, there are few studies on the emotional response of adolescents with trait anxiety in anxiety situation. All of us in the Party should care about young people and set the stage for them to excel. Therefore, this study adapted Trier Social Stress Test, to investigate the effect of cognitive reappraisal and expression suppression on the emotional stress of undergraduates with trait anxiety.This study utilized 3(expression suppression, cognitive reappraisal, no strategies) × 2(high trait anxiety, low trait anxiety) between-subjects design. First, 60 college students with high trait anxiety and low trait anxiety were investigated, and Sentence Unscrambling Task was used to induce different emotion regulation strategies. Afterwards, participants received an interview, finished time-limited public speaking tasks and matrix calculations Task, and finally made a 1-9 rating of anxiety experience during the task. Biofeedback and physiological coherence autonomous balance systems were used to collect their skin's electrical level and their fingers' vein changes during the interview.The results showed that there were significant differences in the rate of change of the skin's electrical level and fingers' veins with different emotion regulation strategies. The rate of change of the skin's electrical level and fingers' vein in cognitive reappraisal group was significantly higher than that in expression suppression and control group. There was no significant difference in the rate of change of skin's electrical level and fingers' pulse between high-trait and low-trait anxiety groups. Anxiety arousal in high-trait anxiety group was significantly higher than that in low-trait anxiety group. There was no significant difference in state-anxiety scores between different groups using different emotion regulation strategies.The above results show that different emotion regulation strategies have a significant effect on the emotional response of college students. Cognitive reappraisal strategies have the most obvious effects on emotion regulation. College students with different trait-anxiety tendencies using different emotion regulation strategies would achieve the same effect. This shows that the emotion regulation strategy is effective for the emotional regulation of individuals with different anxiety traits. In addition, trait anxiety may affect anxiety experience of college students. The results show that cognitive reappraisal strategy for emotion regulation effect is the most effective, and individuals with higher trait anxiety are more likely to experience stronger anxiety.
A healthy population is the key mark of a prosperous nation and a strong country. With the growth of social and economic development, people's living standards have been increasing, but the mental health problems have become the focus of public attention. Anxiety is one of the most common mental health problems in clinical practice today. Those who do not meet the criteria for clinical diagnosis but frequently suffer from anxiety are also worthy of attention. Trait anxiety refers to the tendency to assess internal stimuli or external events in a manner that causes anxiety. It is considered to be the susceptibility factor for individuals to experience more frequent, more intense anxiety and then pathological development. Previous studies have found that individuals with high trait anxiety have deficits in their ability to regulate their emotions. Automatic emotion regulation strategies help alleviate negative emotions that college students and anxious individuals experience from viewing images. However, there are few studies on the emotional response of adolescents with trait anxiety in anxiety situation. All of us in the Party should care about young people and set the stage for them to excel. Therefore, this study adapted Trier Social Stress Test, to investigate the effect of cognitive reappraisal and expression suppression on the emotional stress of undergraduates with trait anxiety.This study utilized 3(expression suppression, cognitive reappraisal, no strategies) × 2(high trait anxiety, low trait anxiety) between-subjects design. First, 60 college students with high trait anxiety and low trait anxiety were investigated, and Sentence Unscrambling Task was used to induce different emotion regulation strategies. Afterwards, participants received an interview, finished time-limited public speaking tasks and matrix calculations Task, and finally made a 1-9 rating of anxiety experience during the task. Biofeedback and physiological coherence autonomous balance systems were used to collect their skin's electrical level and their fingers' vein changes during the interview.The results showed that there were significant differences in the rate of change of the skin's electrical level and fingers' veins with different emotion regulation strategies. The rate of change of the skin's electrical level and fingers' vein in cognitive reappraisal group was significantly higher than that in expression suppression and control group. There was no significant difference in the rate of change of skin's electrical level and fingers' pulse between high-trait and low-trait anxiety groups. Anxiety arousal in high-trait anxiety group was significantly higher than that in low-trait anxiety group. There was no significant difference in state-anxiety scores between different groups using different emotion regulation strategies.The above results show that different emotion regulation strategies have a significant effect on the emotional response of college students. Cognitive reappraisal strategies have the most obvious effects on emotion regulation. College students with different trait-anxiety tendencies using different emotion regulation strategies would achieve the same effect. This shows that the emotion regulation strategy is effective for the emotional regulation of individuals with different anxiety traits. In addition, trait anxiety may affect anxiety experience of college students. The results show that cognitive reappraisal strategy for emotion regulation effect is the most effective, and individuals with higher trait anxiety are more likely to experience stronger anxiety.
引文
白学军,贾丽萍,王敬欣.(2016).特质焦虑个体在高难度stroop任务下的情绪启动效应.心理科学,39(1),8-12.
侯瑞鹤,俞国良.(2006).情绪调节理论:心理健康角度的考察.心理科学进展,14(3),375-381.
刘娟.(2012).正念训练对大学生实验室应激条件下的焦虑情绪的干预效果.首都师范大学硕士学位论文.
马弘.(1999).状态-特质焦虑问卷(State-Trait Anxiety-Inventory,STAI).中国心理卫生杂志,增刊,238-241.
马伟娜,姚雨佳,桑标.(2010).认知重评和表达抑制两种情绪调节策略及其神经基础.华东师范大学学报(教育科学版),28(4),50-55.
马伟娜,姚雨佳,桑标.(2012).认知重评和表达抑制在无意识层面对情绪反应的调整作用.华东师范大学学报(教育科学版),30(4),58-62.
马伟娜,朱蓓蓓.(2012).自动情绪调节策略对焦虑个体负性情绪的作用.中国临床心理学杂志,20(4),510-513.
唐海波,邝春霞,姚树桥.(2008).焦虑障碍的易感性-应激发展观综述.中国临床心理学杂志,16(2),222-224.
田雨馨,周宵,伍新春,曾旻.(2016).创伤后应激障碍对创伤后成长的影响:情绪调节策略的调节作用.中国临床心理学杂志,24(3),480-483.
王妍,杨娟.(2015).人格特质对个体心理性应激反应的调节作用.心理科学进展,23(8),1453-1460.
王子娟.(2017).应激影响特质焦虑人群创造性思维的加工机制.陕西师范大学硕士学位论文.
杨娟,侯燕,杨瑜,张庆林.(2011).特里尔社会应激测试(TSST)对唾液皮质醇分泌的影响.心理学报,43(4),403-409.
张晔,刘勤学,隆舟,艾婷.(2016).大学生特质焦虑与网络成瘾的关系:一个有调节的中介模型.心理发展与教育,32(6),745-752.
Akinsola,E.F.,&Nwajei,A.D.(2013).Test anxiety,depression and academic performance:Assessment and management using relaxation and cognitive restructuring techniques.Psychology,4(6),18-24.
Coifman,K.G.,Bonanno,G.A.,Ray,R.D.,&Gross,J.J.(2007).Does repressive coping promote resilience?Affective-autonomic response discrepancy during bereavement.Journal of Personality and Social Psychology,92(4),745-758.
Elwood,L.S.,Wolitzky-Taylor,K.,&Olatunji,B.O.(2012).Measurement of anxious traits:A contemporary review and synthesis.Anxiety,Stress and Coping,25(6),647-666.
Endler,N.S.,Kantor,L.,&Parker,J.D.A.(1994).State-trait coping,state-trait anxiety and academic performance.Personality and Individual Differences,16(5),663-670.
Farrin,L.,Hull,L.,Unwin,C.,Wykes,T.,&David,A.(2003).Effects of depressed mood on objective and subjective measures of attention.Journal of Neuropsychiatry and Clinical Neurosciences,15,98-104.
Ganley,C.M.,&Vasilyeva,M.(2014).The role of anxiety and working memory in gender differences in mathematics.Journal of Educational Psychology,106(1),105-120.
Hermans,E.J.,Henckens,M.J.A.G.,Jo?ls,M.,&Fernández,G.(2014).Dynamic adaptation of large-scale brain networks in response to acute stressors.Trends in Neurosciences,37(6),304-314.
Hu,T.Q.,Zhang,D.J.,Wang,J.L.,Mistry,R.,Ran,G.M.,&Wang,X.Q.(2014).Relation between emotion regulation and mental health:A meta-analysis review.Psychological Reports,114,341-362.
Katsumi,Y.,&Dolcos,S.(in press).Suppress to feel and remember less:Neural correlates of explicit and implicit emotional suppression on perception and memory.Neuropsychologia.
Kenny,D.T.,Davis,P.,&Oates,J.(2004).Music performance anxiety and occupational stress amongst opera chorus artists and their relationship with state and trait anxiety and perfectionism.Journal of Anxiety Disorders,18(6),757-777.
Kent,R.G.(2014).Is an anxious support provider an effective one?Social support provider anxiety and cardiovascular function.Master’s Thesis The University of Utah.
Lane,R.D.,Sechrest,L.,Riedel,R.,Shapiro,D.E.,&Kaszniak,A.W.(2000).Pervasive emotion recognition deficit common to alexithymia and the repressive coping style.Psychosomatic Medicine,62,492-501.
Lee-Baggley,D.,Preece,M.,&DeLongis,A.(2005).Coping with interpersonal stress:Role of big five traits.Journal of Personality,73,1141-1180.
Macher,D.,Paechter,M.,Papousek,I.,&Ruggeri,K.(2012).Statistics anxiety,trait anxiety,learning behavior,and academic performance.European Journal of Psychology of Education,27(4),483-498.
Marusak,H.A.,Martin,K.R.,Etkin,A.,&Thomason,M.E.(2015).Childhood trauma exposure disrupts the automatic regulation of emotional processing.Neuropsychopharmacology,40(5),1250-1258.
Mauss,I.B.,Bunge,S.A.,&Gross,J.J.(2007).Automatic emotion regulation.Social and Personality Psychology Compass,1,146-167.
Mauss,I.B.,Bunge,S.A.,&Gross,J.J.(2009).Culture and automatic emotion regulation.In M.Vandekerckhove,C.von Scheve,S.Ismer,S.Jung,&S.Kronast(Eds.),Regulating emotions:Culture,social necessity,and biological inheritance(pp.39-60).Malden,Massachusetts:Wiley-Blackwell.
Motevalli,S.,Sulaiman,T.,Hamzah,M.S.G.,Garmjani,M.G.,Kamaliyeh,N.G.,&Roslan,S.(2013).The effects of cognitive restructuring intervention on state and trait anxiety among Iranian high school students.World Applied Sciences Journal,26(11),1499-1504.
Okur,M.,&Bahar,H.H.(2010).Learning styles of primary education prospective mathematics teachers;States of trait-anxiety and academic success.Procedia-Social and Behavioral Sciences,2(2),3632-3637.
Oshio,A.,Taku,K.,Hirano,M.,&Saeed,G.(2018).Resilience and big five personality traits:A meta-analysis.Personality and Individual Differences,127,54-60.
Owens,M.,Stevenson,J.,Hadwin,J.A.,&Norgate,R.(2012).Anxiety and depression in academic performance:An exploration of the mediating factors of worry and working memory.School Psychology International,33(4),433-449.
Prina,A.M.,Ferri,C.P.,Guerra,M.,Brayne,C.,&Prince,M.(2011).Cooccurrence of anxiety and depression amongst older adults in low-and middle-income countries:Findings from the 10/66 study.Psychological Medicine,41(10),2047-2056.
Roos,L.G.,Levens,S.M.,&Bennett,J.M.(2018).Stressful life events,relationship stressors,and cortisol reactivity:The moderating role of suppression.Psychoneuroendocrinology,89,69-77.
Sheppes,G.,Scheibe,S.,Suri,G.,&Gross,J.J.(2011).Emotion-regulation choice.Psychological Science,22(11),1391-1396.
Shirotsuki,K.,Izawa,S.,Sugaya,N.,Yamada,K.C.,Ogawa,N.,Ouchi,Y.,et al.(2009).Salivary cortisol and DHEA reactivity to psychosocial stress in socially anxious males.International Journal of Psychophysiology,72(2),198-203.
Spielberger,C.D.,Gorsuch,R.L.,&Lushene,R.E.(1970).State-trait anxiety inventory.Palo Alto,CA:Consulting Psychologists Press.
Urbain,C.,Sato,J.,Pang,E.W.,&Taylor,M.J.(2017).The temporal and spatial brain dynamics of automatic emotion regulation in children.Developmental Cognitive Neuroscience,26,62-68.
Williams,L.E.,Bargh,J.A.,Nocera,C.C.,&Gray,J.R.(2009).The unconscious regulation of emotion:Nonconscious reappraisal goals modulate emotional reactivity.Emotion,9(6),847-854.
Zhang,J.,Lipp,O.V.,&Hu,P.(2017).Individual differences in automatic emotion regulation interact with primed emotion regulation during an anger provocation.Frontiers in Psychology,8,614.
侯瑞鹤,俞国良.(2006).情绪调节理论:心理健康角度的考察.心理科学进展,14(3),375-381.
刘娟.(2012).正念训练对大学生实验室应激条件下的焦虑情绪的干预效果.首都师范大学硕士学位论文.
马弘.(1999).状态-特质焦虑问卷(State-Trait Anxiety-Inventory,STAI).中国心理卫生杂志,增刊,238-241.
马伟娜,姚雨佳,桑标.(2010).认知重评和表达抑制两种情绪调节策略及其神经基础.华东师范大学学报(教育科学版),28(4),50-55.
马伟娜,姚雨佳,桑标.(2012).认知重评和表达抑制在无意识层面对情绪反应的调整作用.华东师范大学学报(教育科学版),30(4),58-62.
马伟娜,朱蓓蓓.(2012).自动情绪调节策略对焦虑个体负性情绪的作用.中国临床心理学杂志,20(4),510-513.
唐海波,邝春霞,姚树桥.(2008).焦虑障碍的易感性-应激发展观综述.中国临床心理学杂志,16(2),222-224.
田雨馨,周宵,伍新春,曾旻.(2016).创伤后应激障碍对创伤后成长的影响:情绪调节策略的调节作用.中国临床心理学杂志,24(3),480-483.
王妍,杨娟.(2015).人格特质对个体心理性应激反应的调节作用.心理科学进展,23(8),1453-1460.
王子娟.(2017).应激影响特质焦虑人群创造性思维的加工机制.陕西师范大学硕士学位论文.
杨娟,侯燕,杨瑜,张庆林.(2011).特里尔社会应激测试(TSST)对唾液皮质醇分泌的影响.心理学报,43(4),403-409.
张晔,刘勤学,隆舟,艾婷.(2016).大学生特质焦虑与网络成瘾的关系:一个有调节的中介模型.心理发展与教育,32(6),745-752.
Akinsola,E.F.,&Nwajei,A.D.(2013).Test anxiety,depression and academic performance:Assessment and management using relaxation and cognitive restructuring techniques.Psychology,4(6),18-24.
Coifman,K.G.,Bonanno,G.A.,Ray,R.D.,&Gross,J.J.(2007).Does repressive coping promote resilience?Affective-autonomic response discrepancy during bereavement.Journal of Personality and Social Psychology,92(4),745-758.
Elwood,L.S.,Wolitzky-Taylor,K.,&Olatunji,B.O.(2012).Measurement of anxious traits:A contemporary review and synthesis.Anxiety,Stress and Coping,25(6),647-666.
Endler,N.S.,Kantor,L.,&Parker,J.D.A.(1994).State-trait coping,state-trait anxiety and academic performance.Personality and Individual Differences,16(5),663-670.
Farrin,L.,Hull,L.,Unwin,C.,Wykes,T.,&David,A.(2003).Effects of depressed mood on objective and subjective measures of attention.Journal of Neuropsychiatry and Clinical Neurosciences,15,98-104.
Ganley,C.M.,&Vasilyeva,M.(2014).The role of anxiety and working memory in gender differences in mathematics.Journal of Educational Psychology,106(1),105-120.
Hermans,E.J.,Henckens,M.J.A.G.,Jo?ls,M.,&Fernández,G.(2014).Dynamic adaptation of large-scale brain networks in response to acute stressors.Trends in Neurosciences,37(6),304-314.
Hu,T.Q.,Zhang,D.J.,Wang,J.L.,Mistry,R.,Ran,G.M.,&Wang,X.Q.(2014).Relation between emotion regulation and mental health:A meta-analysis review.Psychological Reports,114,341-362.
Katsumi,Y.,&Dolcos,S.(in press).Suppress to feel and remember less:Neural correlates of explicit and implicit emotional suppression on perception and memory.Neuropsychologia.
Kenny,D.T.,Davis,P.,&Oates,J.(2004).Music performance anxiety and occupational stress amongst opera chorus artists and their relationship with state and trait anxiety and perfectionism.Journal of Anxiety Disorders,18(6),757-777.
Kent,R.G.(2014).Is an anxious support provider an effective one?Social support provider anxiety and cardiovascular function.Master’s Thesis The University of Utah.
Lane,R.D.,Sechrest,L.,Riedel,R.,Shapiro,D.E.,&Kaszniak,A.W.(2000).Pervasive emotion recognition deficit common to alexithymia and the repressive coping style.Psychosomatic Medicine,62,492-501.
Lee-Baggley,D.,Preece,M.,&DeLongis,A.(2005).Coping with interpersonal stress:Role of big five traits.Journal of Personality,73,1141-1180.
Macher,D.,Paechter,M.,Papousek,I.,&Ruggeri,K.(2012).Statistics anxiety,trait anxiety,learning behavior,and academic performance.European Journal of Psychology of Education,27(4),483-498.
Marusak,H.A.,Martin,K.R.,Etkin,A.,&Thomason,M.E.(2015).Childhood trauma exposure disrupts the automatic regulation of emotional processing.Neuropsychopharmacology,40(5),1250-1258.
Mauss,I.B.,Bunge,S.A.,&Gross,J.J.(2007).Automatic emotion regulation.Social and Personality Psychology Compass,1,146-167.
Mauss,I.B.,Bunge,S.A.,&Gross,J.J.(2009).Culture and automatic emotion regulation.In M.Vandekerckhove,C.von Scheve,S.Ismer,S.Jung,&S.Kronast(Eds.),Regulating emotions:Culture,social necessity,and biological inheritance(pp.39-60).Malden,Massachusetts:Wiley-Blackwell.
Motevalli,S.,Sulaiman,T.,Hamzah,M.S.G.,Garmjani,M.G.,Kamaliyeh,N.G.,&Roslan,S.(2013).The effects of cognitive restructuring intervention on state and trait anxiety among Iranian high school students.World Applied Sciences Journal,26(11),1499-1504.
Okur,M.,&Bahar,H.H.(2010).Learning styles of primary education prospective mathematics teachers;States of trait-anxiety and academic success.Procedia-Social and Behavioral Sciences,2(2),3632-3637.
Oshio,A.,Taku,K.,Hirano,M.,&Saeed,G.(2018).Resilience and big five personality traits:A meta-analysis.Personality and Individual Differences,127,54-60.
Owens,M.,Stevenson,J.,Hadwin,J.A.,&Norgate,R.(2012).Anxiety and depression in academic performance:An exploration of the mediating factors of worry and working memory.School Psychology International,33(4),433-449.
Prina,A.M.,Ferri,C.P.,Guerra,M.,Brayne,C.,&Prince,M.(2011).Cooccurrence of anxiety and depression amongst older adults in low-and middle-income countries:Findings from the 10/66 study.Psychological Medicine,41(10),2047-2056.
Roos,L.G.,Levens,S.M.,&Bennett,J.M.(2018).Stressful life events,relationship stressors,and cortisol reactivity:The moderating role of suppression.Psychoneuroendocrinology,89,69-77.
Sheppes,G.,Scheibe,S.,Suri,G.,&Gross,J.J.(2011).Emotion-regulation choice.Psychological Science,22(11),1391-1396.
Shirotsuki,K.,Izawa,S.,Sugaya,N.,Yamada,K.C.,Ogawa,N.,Ouchi,Y.,et al.(2009).Salivary cortisol and DHEA reactivity to psychosocial stress in socially anxious males.International Journal of Psychophysiology,72(2),198-203.
Spielberger,C.D.,Gorsuch,R.L.,&Lushene,R.E.(1970).State-trait anxiety inventory.Palo Alto,CA:Consulting Psychologists Press.
Urbain,C.,Sato,J.,Pang,E.W.,&Taylor,M.J.(2017).The temporal and spatial brain dynamics of automatic emotion regulation in children.Developmental Cognitive Neuroscience,26,62-68.
Williams,L.E.,Bargh,J.A.,Nocera,C.C.,&Gray,J.R.(2009).The unconscious regulation of emotion:Nonconscious reappraisal goals modulate emotional reactivity.Emotion,9(6),847-854.
Zhang,J.,Lipp,O.V.,&Hu,P.(2017).Individual differences in automatic emotion regulation interact with primed emotion regulation during an anger provocation.Frontiers in Psychology,8,614.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |