农村初中生情绪调节策略潜在类别及情绪和行为问题比较
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摘要
目的:本研究致力于在多维情绪调节策略测量的基础上通过潜在类别分析方法探讨农村初中学生情绪调节策略使用的潜在类别特征,以及不同类别在情绪和行为问题上的差异。方法:1225名学生报告了他们在焦虑、伤心、愤怒和孤独时对十种情绪调节策略的习惯性使用特征,以及过去六个月的情绪和行为问题。结果:农村初中生的情绪调节策略使用可以分为五种潜在类别:"表达抑制和责备自己组"(15%)、"高调节组"(14%)、"责难攻击他人组"(10%)、"低调节组"(19%)和"适应性-回避性调节组"(42%)。总的来说,相比于"表达抑制和责备自己组"、"高调节组"和"责难攻击他人组"来说,"低调节组"和"适应性-回避性调节组"明显具有更少的情绪和行为问题。结论:农村初中生的情绪调节策略使用具有明显的分类特征,并且不同分类在情绪和行为问题上存在差异。
Objective: Utilizing the latent class analysis to identify distinct repertoires of ER strategies, and their links with various emotional and behavioral problems(i.e., emotional symptoms, conduct problems, hyperactivitypeer problems, prosocial behaviour). Methods: Participants(N=1225) reported on their use of ten ER strategies in four emotion contexts, as well as on their emotional and behavioral problems. Results: We identified five classes of ER strategies:Expression suppression-Blaming Themselves(15%), High Regulators(14%), Blame and Attacking other(10%), Low Regulators(19%), Adaptive Regulators-Avoiders(42%). Generally, Expression suppression-Blaming Themselves、High Regulators and Blame and Attacking other endorsed greater levels of emotional and behavioral problems, relative to Low and Adaptive Regulators-Avoiders. Conclusion: The emotion regulation strategies of rural junior high school students have distinct latent class features, and there are differences in emotional and behavioral problems between different classifications.
Objective: Utilizing the latent class analysis to identify distinct repertoires of ER strategies, and their links with various emotional and behavioral problems(i.e., emotional symptoms, conduct problems, hyperactivitypeer problems, prosocial behaviour). Methods: Participants(N=1225) reported on their use of ten ER strategies in four emotion contexts, as well as on their emotional and behavioral problems. Results: We identified five classes of ER strategies:Expression suppression-Blaming Themselves(15%), High Regulators(14%), Blame and Attacking other(10%), Low Regulators(19%), Adaptive Regulators-Avoiders(42%). Generally, Expression suppression-Blaming Themselves、High Regulators and Blame and Attacking other endorsed greater levels of emotional and behavioral problems, relative to Low and Adaptive Regulators-Avoiders. Conclusion: The emotion regulation strategies of rural junior high school students have distinct latent class features, and there are differences in emotional and behavioral problems between different classifications.
引文
1 Gross JJ, Thompson RA. Emotion regulation:Conceptual foundations. In:Gross J J. Handbook of emotion regulation.New York:Guilford Press, 2007. 3-24
2 Aldao A,Nolenhoeksema S, Schweizer S. Emotion-regulation strategies across psychopathology:A meta-analytic review.Clinical Psychology Review, 2010, 30(2):217-237
3 Tolonen H, Aistrich A, Borodulin K. Repertoires of emotion regulation:a person-centered approach to assessing emotion regulation strategies and links to psychopathology. Cognition&Emotion, 2015, 29(2):1314-1325
4 Lennarz, Hollenstein, Lichtwarck-Aschoff. Emotion regulation in action:Use, selection, and success of emotion regulation in adolescents’daily lives. International Journal of Behavioral Development, 2018, in press
5 靳玲,吴玲.临床护士认知情绪调节与心理健康状况的相关性研究.护理管理杂志, 2012, 12(10):719-720
6 Yuan J, Liu Y, Ding N, et al. The regulation of induced depression during a frustrating situation:Benefits of expressive suppression in Chinese individuals. Plos One, 2014, 9(5):e97420
7 Troy AS, Shallcross AJ, Mauss IB. A person-by-situation approach to emotion regulation:Cognitive reappraisal can either help or hurt, depending on the context. Psychological Science, 2013, 24(12):2505-2514
8 赵鑫,周德龙,戴莉,等.情绪调节自我效能感对中学生考试焦虑的影响:情绪调节策略的中介作用.中国临床心理学杂志, 2017, 25(1):120-126
9 刘慧琴,吴希林,邓云龙.大学生特质正念与抑郁情绪:经验回避和冗思的链式中介作用.中国临床心理学杂志,2018, 26(3):565-569
10 Bonanno GA, Papa A, Lalande K, et al. The importance of being flexible:The ability to both enhance and suppress emotional expression predicts long-term adjustment. Psychological Science, 2010, 15(7):482-487
11 Aldao A. The future of emotion regulation research:Capturing context. Perspectives on Psychological Science A Journal of the Association for Psychological Science, 2013, 8(2):155-172
12 Hickendorff M, Edelsbrunner PA, Mcmullen J, et al. Informative tools for characterizing individual differences in learning:Latent class, latent profile, and latent transition analysis. Learning&Individual Differences, 2018, 66(4):105-110
13 曾宪华,肖琳,张岩波.潜在类别分析原理及实例分析.中国卫生统计, 2013, 30(6):815-817
14 Hagan MJ, Sulik MJ, Lieberman AF. Traumatic life events and psychopathology in a high risk, Ethnically diverse sample of young children:A person-centered approach. Journal of Abnormal Child Psychology, 2016, 44(5):833-844
15 王安妮,张雯,姚抒予,等.失独者心理弹性的潜在类别及其抑郁差异比较.中国临床心理学杂志, 2016, 24(1):139-143
16张洁婷,焦璨,张敏强.潜在类别分析技术在心理学研究中的应用.心理科学进展, 2010,18(12):1991-1998
17 Lougheed JP, Hollenstein T. A limited repertoire of emotion regulation strategies is associated with internalizing problems in adolescence. Social Development, 2012, 21(4):704-721
18 Allen NB, Sheeber LB. Adolescent emotional development and the emergence of depressive disorders. Jama the Journal of the American Medical Association, 2009, 302(21):2371-2372
19 Steinberg L. A social neuroscience perspective on adolescent risk-taking. Developmental Review, 2008, 28(1):78-106
20 Dixon-Gordon KL, Aldao A, Reyes ADL. Emotion regulation in context:Examining the spontaneous use of strategies across emotional intensity and type of emotion. Personality&Individual Differences, 2015, 86(11):271-276
21 刘红梅.中学生情绪调节策略特点及其与人际关系的相关研究.西南大学硕士学位论文, 2010
22 刘启刚.青少年情绪调节策略的结构与测量.心理学探新, 2011, 31(5):459-462
23 戴晓阳.常用心理评估量表手册.北京:人民军医出版社,2013. 43-47
24 Carragher N, Adamson GB, Mccann S. Subtypes of depression in a nationally representative sample. Journal of Affective Disorders, 2009, 113(1):88-99
25 Steinberg L. Cognitive and affective development in adolescence. Trends in Cognitive Sciences, 2005, 9(2):69-74
26 Gross JJ. The extended process model of emotion regulation:Elaborations, applications, and future directions. Psychological Inquiry, 2015, 26(1):130-137
27 王玉龙,袁燕,张家鑫.消极情绪与留守青少年自伤:家庭功能与情绪表达的调节作用.中国临床心理学杂志,2017, 25(1):75-78
28 朱艳丽.情绪表达与心理健康.中国心理学会成立90周年纪念大会暨全国心理学学术会议, 2011
29 靳玲,吴玲.新疆某三甲医院夜班护士认知情绪调节与心理健康状况的相关性研究.中华现代护理杂志, 2012, 18(30):3661-3663
30 陈艳玲,张俊杰,李晶,等.不适应性认知情绪调节策略与冰毒滥用戒毒者心理症状的关系.中国药物依赖性杂志,2017, 26(6):461-464
31 商慧颖.生活事件、认知情绪调节策略对高中生攻击性行为的影响及干预方案设计.天津师范大学硕士学位论文,2012
32 龚玲,王鑫强,齐晓栋.情绪调节策略与生活满意度的关系:人际关系的中介作用.西南师范大学学报(自然科学版), 2013, 38(6):145-149
33 袁桂娟.高中生情绪调节策略与亲社会行为的关系:人格特质的中介效应.扬州大学硕士学位论文, 2016
2 Aldao A,Nolenhoeksema S, Schweizer S. Emotion-regulation strategies across psychopathology:A meta-analytic review.Clinical Psychology Review, 2010, 30(2):217-237
3 Tolonen H, Aistrich A, Borodulin K. Repertoires of emotion regulation:a person-centered approach to assessing emotion regulation strategies and links to psychopathology. Cognition&Emotion, 2015, 29(2):1314-1325
4 Lennarz, Hollenstein, Lichtwarck-Aschoff. Emotion regulation in action:Use, selection, and success of emotion regulation in adolescents’daily lives. International Journal of Behavioral Development, 2018, in press
5 靳玲,吴玲.临床护士认知情绪调节与心理健康状况的相关性研究.护理管理杂志, 2012, 12(10):719-720
6 Yuan J, Liu Y, Ding N, et al. The regulation of induced depression during a frustrating situation:Benefits of expressive suppression in Chinese individuals. Plos One, 2014, 9(5):e97420
7 Troy AS, Shallcross AJ, Mauss IB. A person-by-situation approach to emotion regulation:Cognitive reappraisal can either help or hurt, depending on the context. Psychological Science, 2013, 24(12):2505-2514
8 赵鑫,周德龙,戴莉,等.情绪调节自我效能感对中学生考试焦虑的影响:情绪调节策略的中介作用.中国临床心理学杂志, 2017, 25(1):120-126
9 刘慧琴,吴希林,邓云龙.大学生特质正念与抑郁情绪:经验回避和冗思的链式中介作用.中国临床心理学杂志,2018, 26(3):565-569
10 Bonanno GA, Papa A, Lalande K, et al. The importance of being flexible:The ability to both enhance and suppress emotional expression predicts long-term adjustment. Psychological Science, 2010, 15(7):482-487
11 Aldao A. The future of emotion regulation research:Capturing context. Perspectives on Psychological Science A Journal of the Association for Psychological Science, 2013, 8(2):155-172
12 Hickendorff M, Edelsbrunner PA, Mcmullen J, et al. Informative tools for characterizing individual differences in learning:Latent class, latent profile, and latent transition analysis. Learning&Individual Differences, 2018, 66(4):105-110
13 曾宪华,肖琳,张岩波.潜在类别分析原理及实例分析.中国卫生统计, 2013, 30(6):815-817
14 Hagan MJ, Sulik MJ, Lieberman AF. Traumatic life events and psychopathology in a high risk, Ethnically diverse sample of young children:A person-centered approach. Journal of Abnormal Child Psychology, 2016, 44(5):833-844
15 王安妮,张雯,姚抒予,等.失独者心理弹性的潜在类别及其抑郁差异比较.中国临床心理学杂志, 2016, 24(1):139-143
16张洁婷,焦璨,张敏强.潜在类别分析技术在心理学研究中的应用.心理科学进展, 2010,18(12):1991-1998
17 Lougheed JP, Hollenstein T. A limited repertoire of emotion regulation strategies is associated with internalizing problems in adolescence. Social Development, 2012, 21(4):704-721
18 Allen NB, Sheeber LB. Adolescent emotional development and the emergence of depressive disorders. Jama the Journal of the American Medical Association, 2009, 302(21):2371-2372
19 Steinberg L. A social neuroscience perspective on adolescent risk-taking. Developmental Review, 2008, 28(1):78-106
20 Dixon-Gordon KL, Aldao A, Reyes ADL. Emotion regulation in context:Examining the spontaneous use of strategies across emotional intensity and type of emotion. Personality&Individual Differences, 2015, 86(11):271-276
21 刘红梅.中学生情绪调节策略特点及其与人际关系的相关研究.西南大学硕士学位论文, 2010
22 刘启刚.青少年情绪调节策略的结构与测量.心理学探新, 2011, 31(5):459-462
23 戴晓阳.常用心理评估量表手册.北京:人民军医出版社,2013. 43-47
24 Carragher N, Adamson GB, Mccann S. Subtypes of depression in a nationally representative sample. Journal of Affective Disorders, 2009, 113(1):88-99
25 Steinberg L. Cognitive and affective development in adolescence. Trends in Cognitive Sciences, 2005, 9(2):69-74
26 Gross JJ. The extended process model of emotion regulation:Elaborations, applications, and future directions. Psychological Inquiry, 2015, 26(1):130-137
27 王玉龙,袁燕,张家鑫.消极情绪与留守青少年自伤:家庭功能与情绪表达的调节作用.中国临床心理学杂志,2017, 25(1):75-78
28 朱艳丽.情绪表达与心理健康.中国心理学会成立90周年纪念大会暨全国心理学学术会议, 2011
29 靳玲,吴玲.新疆某三甲医院夜班护士认知情绪调节与心理健康状况的相关性研究.中华现代护理杂志, 2012, 18(30):3661-3663
30 陈艳玲,张俊杰,李晶,等.不适应性认知情绪调节策略与冰毒滥用戒毒者心理症状的关系.中国药物依赖性杂志,2017, 26(6):461-464
31 商慧颖.生活事件、认知情绪调节策略对高中生攻击性行为的影响及干预方案设计.天津师范大学硕士学位论文,2012
32 龚玲,王鑫强,齐晓栋.情绪调节策略与生活满意度的关系:人际关系的中介作用.西南师范大学学报(自然科学版), 2013, 38(6):145-149
33 袁桂娟.高中生情绪调节策略与亲社会行为的关系:人格特质的中介效应.扬州大学硕士学位论文, 2016