自尊情感模型假设的检验
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摘要
目的:检验自尊情感模型在自尊的本质、自尊的形成和发展、自尊在个体适应社会生活中所发挥的作用以及自尊与自我评价的关系四个方面所持的假设,为此,我们进行了四个研究。
方法:
1.研究一,343名大学生(161男,176女,6人性别缺失)完成Rosenberg自尊量表(Rosenberg Self-esteem Scale,SES)、Maslow安全感-不安全感问卷(Maslow Security-Insecurity Inventory,S-Ⅱ)、Shapiro控制问卷(Shapiro Control Inventory)之一般领域控制感分量表(General Domain Sense of Control Scale,GDSCS)的自评,对低自尊组和高自尊组大学生在S-Ⅱ、GDSCS的得分进行了比较,相关和回归分析被用于揭示整体自尊与归属感、掌控感之间的关系。
2.研究二,551名大学生(231男,320女)完成了Rosenberg自尊量表(SES)、父母亲教养方式评价量表(Egma Minnen AVBardndosna Uppforstran,EMBU)、青少年气质量表(AdolescentTemperament Scale,ATS)、儿童期创伤经历问卷-28条目简版(Childhood Trauma Questionnaaire-28Item Short Form,CTQ-SF)的自我评定,相关和回归分析被用于揭示气质、教养方式、负性生活经验以及自尊之间的相互关系。
3.研究三,611名大学生(247男,364女)完成了Rosenberg自尊量表(SES)、自评抑郁量表(Self-Rating Depression Scale,SDS)、学生生活应激问卷(Student-Life Stress Inventory,SLSI)、人际关系综合诊断量表(Interpersonal Relationship IntegrativeDiagnostic Scale,IRIDS)的自我评定,对低自尊组与高自尊组大学生在SDS、SLSI和IRIDS的得分进行了比较,相关分析、路径分析被用于揭示自尊、人际关系、日常生活应激以及抑郁之间的相互关系。
4.研究四,首先,92名大学生(34男,58女)完成Rosenberg自尊量表(SES)和我们自己编制的“自我感受与自我评价”问卷的自我评定,相关分析被用于揭示整体自尊、自我评价、自我感受之间的关系;其次,34名大学生被试(其中高自尊16人、低自尊18人,各组男、女比列相等)完成了一个包括对12个情景进行自我反应的选择作业(在每一情景下匹配有两种选择,一种与自我体验有关,另一种与自我评价有关),以及一个由20对与自我情绪体验、自我评价相关的词所组成的词性判断反应作业(包括积极、消极两种反应类型),两个作业都是利用E-Prime实验软件编制程序在个人电脑中完成,对被试在12种情景下所做的两种选择的百分比以及被试对不同性质类的词进行词性判断所用的反应时进行了比较,以了解自我对外部事件的反应是情绪体验优先还是认知评价优先。
结果:
1.研究一发现,低自尊组在S-Ⅱ、GDSCS上的得分显著低于高自尊组(t值分别为-12。45,-11.51;p＜0.001),自尊与归属感、掌控感之间具有显著的正相关(r分别为0.61,0.62;p＜0.01),回归分析显示归属感和掌控感能够共同解释个体自尊总变异的一半以上(R=0.74,R Square=0.54)。
2.研究二发现,多血质与父母亲情感温暖与理解的教养方式存在正相关,抑郁质和父母亲拒绝与否认、惩罚与严厉的教养方式存在正相关;多血质与儿童期负性经历的体验存在负相关,抑郁质与儿童期负性经历的体验存在正相关;情感温暖与理解的教养方式与儿童期负性经历的体验存在负相关,而惩罚与严厉、拒绝与否认的教养方式与儿童期负性经历的体验存在正相关;多血质、胆汁质与自尊存在正相关,抑郁质与自尊存在负相关;父母亲情感温暖与理解的教养方式和自尊存在正相关,父母亲拒绝与否认以及惩罚与严厉的教养方式、父亲过度保护的教养方式和自尊存在负相关;儿童期负性经历的体验与自尊存在负相关。不过上述相关的程度是小到适度的(r介于0.10-0.43之间)。回归分析发现父母亲情感温暖与理解的教养方式、粘液质、父母亲惩罚与严厉的教养方式、抑郁质可解释儿童期负性经历体验30%的总变异(R=0.55,R Square=0.30),回归分析还揭示抑郁质、多血质、母亲的情感温暖与理解、粘液质、躯体忽视、父亲的过度保护可预测个体自尊总变异的26%(R=0.51,R Square=0.26)。
3.研究三发现,高自尊组比低自尊组有更少的抑郁、更少的人际关系问题和更少的日常生活应激(t值分别为-12.77,-16.08,-8.45;p＜0.01),相关分析发现自尊与人际关系问题、日常生活应激以及抑郁存在适度或较强的负相关(r分别为-0.55,-0.38,-0.53;p＜0.01),人际关系问题、日常生活应激与抑郁存在适度或较强的正相关(r分别为0.58,0.43;p＜0.01),路径分析发现自尊对人际关系和生活应激的影响效应分别为-0.66、-0.91,自尊、人际关系问题、日常生活应激对抑郁的直接效应分别是-0.55、0.55、0.10,自尊对抑郁的间接效应为-0.46。
4.研究四发现,个人对自我的积极评价与其对自我的正性体验具有较强的正相关(r=0.78),个人对自我的消极评价与其对自我的负性体验具有高度的正相关(r=0.82),整体自尊与积极的自我评价、正性自我体验具有较强的正相关(r分别为0.66,0.66),整体自尊与消极的自我评价、负性自我体验具有较强的负相关(r分别为-0.65,-0.73);34名被试对12个情景进行自我反应选择时,显著地倾向于自我感受而非自我评价(p＜0.05或0.01);34名被试对消极负性一类的词进行词性判断时所需要的时间要显著多于积极正性一类的词(t=3.59,p＜0.05),34名被试在判断自我感受与自我评价这两类词的词性时,他们对正性体验类词的判断要快于积极评价类词,但在统计学上没有显著的差异(t=-1.97,p＞0.05),对负性体验与消极评价两类词的判断其所需要的时间在统计学上具有显著性,表现为负性体验类比消极评价类所需时间要长(t=2.04,p＜0.05)。
结论:
1.归属感和掌控感是自尊的两个重要特征。
2.早期亲子互动关系的质量对个体自尊的形成和发展起重要作用。在决定亲子互动关系质量的的诸多因素中,个体先天的气质特性、父母亲的教养方式发挥着重要作用。
3.自尊在预测个人日常生活应激、人际关系质量和抑郁体验方面,是一个相当有效的的变量。研究还发现自尊不仅直接影响个体抑郁体验的强度,同时还调停人际关系、日常生活应激对个体抑郁体验的影响。
4.当自我对外部事件作出反应时,自我情感体验与自我评价具有高度的一致性。此外,我们的研究发现,当自我对外部事件进行反应时首先指向于自我情感体验,这一结果或能解释自尊与自我评价两者是自上而下的关系。
Object:To test hypotheses of the affective model of self-esteem about the nature and the development of self-esteem,the effect on personal life of self-esteem,and the relation between the self-esteem and self-evaluations,we conducted 4 studies.
Methods:In study 1,343 college students(161males,176females and 6defaults) completed the assessment of the Rosenberg Self-Esteem Scale(SES),Maslow Security-Insecurity Inventory(S-II) and the General Domain Sense of Control Scale(GDSCS) in the Shapiro Control Inventory(SCI).Scores in SES,S-II and GDSCS were compared between low self-esteem(LSE) samples and high self-esteem(HSE) samples,Correlation and Multiple Regression Analysis were used to analyze the relation between self-esteem and the sense of belonging,the sense of mastery.In study 2,551 college students(231males and 320females) completed the assessment of SES,Parents Parenting Styles scale(Egma Minnen AV Bardndosna Uppforstran,EMPU),Adolescent Temperament Scale(ATS) and Childhood Trauma Questionnaire -28Item Short Form(CTQ-SF).Correlation and Multiple Regression Analysis were used to analyze relations among temperaments,parenting styles, negative life experiences,and self-esteem.In study 3,611 college students(247males and 364females) completed the assessment of SES, the Self-Rating Depression Scale(SDS),the Student-Life Stress Inventory(SLSI) and the Interpersonal Relationship Integrative Diagnostic Scale(IRIDS).Scores in SDS,IRIDS and SLSI were compared between LSEs and HSEs,Correlation and Path Analysis were used to explain relations among self-esteem,interpersonal problems, stressful life events and depression.In study 4,firstly,92 college students (34males and 58females) completed the assessment of SES and the Self-Experiencing and Self-Evaluating Inventory:a scale found by ourselves,Correlation Analysis was used to explore the consistency in self-experiences and self-evaluations.Secondly,34 college students including 16HSEs and 18LSEs(half male and half female in each group) completed a choice task including 12 scenes below which each matched two answers about the self-reaction to the scene:one was self-experiencing and the other self-evaluating,they also completed a task including 20-pair words related to self-experiences and self-evaluations by which participants judged the words being commendatory(positive) or derogatory(negative),the task compiled by E-Prime procedure were presented via personal computer.To understand whether self-experiencing or self-evaluating was the initial reaction to the environment,percentages of different choices in 12 scenes were compared and reaction-times to different types of words were also compared.
Results:In study 1,it was found that scores of HSEs in S-II, GDSCS were higher than LSEs(t=-12.45,-11.51;p＜0.001),and there was a significant positive correlation between SES and S-II, GDSCS(r=0.61,0.62;p＜0.01),Multiple Regression Analysis revealed that S-II,GDSCS could explain over half of the total variance of SES(R=0.74,R Square=0.54).In study 2,it was found that there were small or moderate correlations(from 0.10 to 0.43) among temperament styles,parenting styles,negative life experiences and self-esteem,in which Sanguine temperament associated with good parenting style,less negative life experiences and high self-esteem,while Melancholy correlated with bad parenting styles,more negative life experiences and low self-esteem.Multiple Regression Analysis indicated that warm and understanding parenting style,Phlegmatic temperament,punishing and strict parenting style,Melancholy temperament could explain 30%total variance of negative experiences(R=0.55,R Square=0.30),and Melancholy,Sanguine,warm and understanding parenting style by mother,Phlegmatic,body neglect,overprotection by father could explain 26%total variance of SES(R=0.51,R Square= 0.26).In study 3,results indicated that HSEs had less interpersonal problems,less stressful life events,and were less depressive than LSEs(t=-12.77,-16.08,-8.45; p＜0.01).Correlation Analysis revealed that SES correlated moderately or strongly with interpersonal problems(r=-0.55),stressful life events (r=-0.38) and depression(r=-0.53),and interpersonal problems,stressful life events correlated moderately or strongly with depression(r= 0.58, 0.43;p＜0.01).Path Analysis indicated that the direct effect caused by self-esteem on interpersonal problems,stressful life events were respectively -0.66,-0.91,and the direct effect on depression by self-esteem,interpersonal problems,stressful life events were -0.55,0.55, 0.10.Path Analysis also found that the indirect effect on depression by self-esteem was -0.46.In study 4,there was a significantly strong correlation(r=0.78) between positive self-evaluations and positive self-experiences,and a significantly highly correlation(r=0.82) between negative self-evaluations and negative self-experiences,the global self-esteem correlated strongly with positive or negative self-evaluations and self-experiences(respectively,r= 0.66,0.66;-0.65,-0.73). Percentages obtained from 12 scenes by 34 participants indicated that people(either HSEs or LSEs) appeared to select self-experiencing as initial self-reaction(p＜0.05 or 0.01).it was found that the reaction-times in judging negative words was longer than in judging positive words (t=3.59,p＜0.05),and the reaction-times in judging positive self-experiencing words was less than in judging positive self-evaluating words(t=-1.97,p＞0.05),it was also found that the reaction-times in judging negative self-experiencing words was longer than in judging negative self-evaluating words(t=2.04,p＜0.05).
Conclusion:1 ) the sense of belonging and the sense of mastery are two characteristics of self-esteem.2) the quality of infant-parents relation established in childhood play an important role in the development of self-esteem,of which the temperament a person inherited and the parenting style a person perceived are two main factors contributing to the relation.3 ) self-esteem is a fairly valid predictor of persons' stressful life events,interpersonal problems and depression,still,self-esteem not only has a direct effect on depression,but mediates the effect on depression caused by stressful life events and interpersonal problems.4) there is a highly coherence between the global self-esteem and self-experiences,self-evaluations in one's life,moreover,it was found that reactions of self-experiencing appears to having precedence over self-evaluating when one copes with environments.
方法:
1.研究一,343名大学生(161男,176女,6人性别缺失)完成Rosenberg自尊量表(Rosenberg Self-esteem Scale,SES)、Maslow安全感-不安全感问卷(Maslow Security-Insecurity Inventory,S-Ⅱ)、Shapiro控制问卷(Shapiro Control Inventory)之一般领域控制感分量表(General Domain Sense of Control Scale,GDSCS)的自评,对低自尊组和高自尊组大学生在S-Ⅱ、GDSCS的得分进行了比较,相关和回归分析被用于揭示整体自尊与归属感、掌控感之间的关系。
2.研究二,551名大学生(231男,320女)完成了Rosenberg自尊量表(SES)、父母亲教养方式评价量表(Egma Minnen AVBardndosna Uppforstran,EMBU)、青少年气质量表(AdolescentTemperament Scale,ATS)、儿童期创伤经历问卷-28条目简版(Childhood Trauma Questionnaaire-28Item Short Form,CTQ-SF)的自我评定,相关和回归分析被用于揭示气质、教养方式、负性生活经验以及自尊之间的相互关系。
3.研究三,611名大学生(247男,364女)完成了Rosenberg自尊量表(SES)、自评抑郁量表(Self-Rating Depression Scale,SDS)、学生生活应激问卷(Student-Life Stress Inventory,SLSI)、人际关系综合诊断量表(Interpersonal Relationship IntegrativeDiagnostic Scale,IRIDS)的自我评定,对低自尊组与高自尊组大学生在SDS、SLSI和IRIDS的得分进行了比较,相关分析、路径分析被用于揭示自尊、人际关系、日常生活应激以及抑郁之间的相互关系。
4.研究四,首先,92名大学生(34男,58女)完成Rosenberg自尊量表(SES)和我们自己编制的“自我感受与自我评价”问卷的自我评定,相关分析被用于揭示整体自尊、自我评价、自我感受之间的关系;其次,34名大学生被试(其中高自尊16人、低自尊18人,各组男、女比列相等)完成了一个包括对12个情景进行自我反应的选择作业(在每一情景下匹配有两种选择,一种与自我体验有关,另一种与自我评价有关),以及一个由20对与自我情绪体验、自我评价相关的词所组成的词性判断反应作业(包括积极、消极两种反应类型),两个作业都是利用E-Prime实验软件编制程序在个人电脑中完成,对被试在12种情景下所做的两种选择的百分比以及被试对不同性质类的词进行词性判断所用的反应时进行了比较,以了解自我对外部事件的反应是情绪体验优先还是认知评价优先。
结果:
1.研究一发现,低自尊组在S-Ⅱ、GDSCS上的得分显著低于高自尊组(t值分别为-12。45,-11.51;p＜0.001),自尊与归属感、掌控感之间具有显著的正相关(r分别为0.61,0.62;p＜0.01),回归分析显示归属感和掌控感能够共同解释个体自尊总变异的一半以上(R=0.74,R Square=0.54)。
2.研究二发现,多血质与父母亲情感温暖与理解的教养方式存在正相关,抑郁质和父母亲拒绝与否认、惩罚与严厉的教养方式存在正相关;多血质与儿童期负性经历的体验存在负相关,抑郁质与儿童期负性经历的体验存在正相关;情感温暖与理解的教养方式与儿童期负性经历的体验存在负相关,而惩罚与严厉、拒绝与否认的教养方式与儿童期负性经历的体验存在正相关;多血质、胆汁质与自尊存在正相关,抑郁质与自尊存在负相关;父母亲情感温暖与理解的教养方式和自尊存在正相关,父母亲拒绝与否认以及惩罚与严厉的教养方式、父亲过度保护的教养方式和自尊存在负相关;儿童期负性经历的体验与自尊存在负相关。不过上述相关的程度是小到适度的(r介于0.10-0.43之间)。回归分析发现父母亲情感温暖与理解的教养方式、粘液质、父母亲惩罚与严厉的教养方式、抑郁质可解释儿童期负性经历体验30%的总变异(R=0.55,R Square=0.30),回归分析还揭示抑郁质、多血质、母亲的情感温暖与理解、粘液质、躯体忽视、父亲的过度保护可预测个体自尊总变异的26%(R=0.51,R Square=0.26)。
3.研究三发现,高自尊组比低自尊组有更少的抑郁、更少的人际关系问题和更少的日常生活应激(t值分别为-12.77,-16.08,-8.45;p＜0.01),相关分析发现自尊与人际关系问题、日常生活应激以及抑郁存在适度或较强的负相关(r分别为-0.55,-0.38,-0.53;p＜0.01),人际关系问题、日常生活应激与抑郁存在适度或较强的正相关(r分别为0.58,0.43;p＜0.01),路径分析发现自尊对人际关系和生活应激的影响效应分别为-0.66、-0.91,自尊、人际关系问题、日常生活应激对抑郁的直接效应分别是-0.55、0.55、0.10,自尊对抑郁的间接效应为-0.46。
4.研究四发现,个人对自我的积极评价与其对自我的正性体验具有较强的正相关(r=0.78),个人对自我的消极评价与其对自我的负性体验具有高度的正相关(r=0.82),整体自尊与积极的自我评价、正性自我体验具有较强的正相关(r分别为0.66,0.66),整体自尊与消极的自我评价、负性自我体验具有较强的负相关(r分别为-0.65,-0.73);34名被试对12个情景进行自我反应选择时,显著地倾向于自我感受而非自我评价(p＜0.05或0.01);34名被试对消极负性一类的词进行词性判断时所需要的时间要显著多于积极正性一类的词(t=3.59,p＜0.05),34名被试在判断自我感受与自我评价这两类词的词性时,他们对正性体验类词的判断要快于积极评价类词,但在统计学上没有显著的差异(t=-1.97,p＞0.05),对负性体验与消极评价两类词的判断其所需要的时间在统计学上具有显著性,表现为负性体验类比消极评价类所需时间要长(t=2.04,p＜0.05)。
结论:
1.归属感和掌控感是自尊的两个重要特征。
2.早期亲子互动关系的质量对个体自尊的形成和发展起重要作用。在决定亲子互动关系质量的的诸多因素中,个体先天的气质特性、父母亲的教养方式发挥着重要作用。
3.自尊在预测个人日常生活应激、人际关系质量和抑郁体验方面,是一个相当有效的的变量。研究还发现自尊不仅直接影响个体抑郁体验的强度,同时还调停人际关系、日常生活应激对个体抑郁体验的影响。
4.当自我对外部事件作出反应时,自我情感体验与自我评价具有高度的一致性。此外,我们的研究发现,当自我对外部事件进行反应时首先指向于自我情感体验,这一结果或能解释自尊与自我评价两者是自上而下的关系。
Object:To test hypotheses of the affective model of self-esteem about the nature and the development of self-esteem,the effect on personal life of self-esteem,and the relation between the self-esteem and self-evaluations,we conducted 4 studies.
Methods:In study 1,343 college students(161males,176females and 6defaults) completed the assessment of the Rosenberg Self-Esteem Scale(SES),Maslow Security-Insecurity Inventory(S-II) and the General Domain Sense of Control Scale(GDSCS) in the Shapiro Control Inventory(SCI).Scores in SES,S-II and GDSCS were compared between low self-esteem(LSE) samples and high self-esteem(HSE) samples,Correlation and Multiple Regression Analysis were used to analyze the relation between self-esteem and the sense of belonging,the sense of mastery.In study 2,551 college students(231males and 320females) completed the assessment of SES,Parents Parenting Styles scale(Egma Minnen AV Bardndosna Uppforstran,EMPU),Adolescent Temperament Scale(ATS) and Childhood Trauma Questionnaire -28Item Short Form(CTQ-SF).Correlation and Multiple Regression Analysis were used to analyze relations among temperaments,parenting styles, negative life experiences,and self-esteem.In study 3,611 college students(247males and 364females) completed the assessment of SES, the Self-Rating Depression Scale(SDS),the Student-Life Stress Inventory(SLSI) and the Interpersonal Relationship Integrative Diagnostic Scale(IRIDS).Scores in SDS,IRIDS and SLSI were compared between LSEs and HSEs,Correlation and Path Analysis were used to explain relations among self-esteem,interpersonal problems, stressful life events and depression.In study 4,firstly,92 college students (34males and 58females) completed the assessment of SES and the Self-Experiencing and Self-Evaluating Inventory:a scale found by ourselves,Correlation Analysis was used to explore the consistency in self-experiences and self-evaluations.Secondly,34 college students including 16HSEs and 18LSEs(half male and half female in each group) completed a choice task including 12 scenes below which each matched two answers about the self-reaction to the scene:one was self-experiencing and the other self-evaluating,they also completed a task including 20-pair words related to self-experiences and self-evaluations by which participants judged the words being commendatory(positive) or derogatory(negative),the task compiled by E-Prime procedure were presented via personal computer.To understand whether self-experiencing or self-evaluating was the initial reaction to the environment,percentages of different choices in 12 scenes were compared and reaction-times to different types of words were also compared.
Results:In study 1,it was found that scores of HSEs in S-II, GDSCS were higher than LSEs(t=-12.45,-11.51;p＜0.001),and there was a significant positive correlation between SES and S-II, GDSCS(r=0.61,0.62;p＜0.01),Multiple Regression Analysis revealed that S-II,GDSCS could explain over half of the total variance of SES(R=0.74,R Square=0.54).In study 2,it was found that there were small or moderate correlations(from 0.10 to 0.43) among temperament styles,parenting styles,negative life experiences and self-esteem,in which Sanguine temperament associated with good parenting style,less negative life experiences and high self-esteem,while Melancholy correlated with bad parenting styles,more negative life experiences and low self-esteem.Multiple Regression Analysis indicated that warm and understanding parenting style,Phlegmatic temperament,punishing and strict parenting style,Melancholy temperament could explain 30%total variance of negative experiences(R=0.55,R Square=0.30),and Melancholy,Sanguine,warm and understanding parenting style by mother,Phlegmatic,body neglect,overprotection by father could explain 26%total variance of SES(R=0.51,R Square= 0.26).In study 3,results indicated that HSEs had less interpersonal problems,less stressful life events,and were less depressive than LSEs(t=-12.77,-16.08,-8.45; p＜0.01).Correlation Analysis revealed that SES correlated moderately or strongly with interpersonal problems(r=-0.55),stressful life events (r=-0.38) and depression(r=-0.53),and interpersonal problems,stressful life events correlated moderately or strongly with depression(r= 0.58, 0.43;p＜0.01).Path Analysis indicated that the direct effect caused by self-esteem on interpersonal problems,stressful life events were respectively -0.66,-0.91,and the direct effect on depression by self-esteem,interpersonal problems,stressful life events were -0.55,0.55, 0.10.Path Analysis also found that the indirect effect on depression by self-esteem was -0.46.In study 4,there was a significantly strong correlation(r=0.78) between positive self-evaluations and positive self-experiences,and a significantly highly correlation(r=0.82) between negative self-evaluations and negative self-experiences,the global self-esteem correlated strongly with positive or negative self-evaluations and self-experiences(respectively,r= 0.66,0.66;-0.65,-0.73). Percentages obtained from 12 scenes by 34 participants indicated that people(either HSEs or LSEs) appeared to select self-experiencing as initial self-reaction(p＜0.05 or 0.01).it was found that the reaction-times in judging negative words was longer than in judging positive words (t=3.59,p＜0.05),and the reaction-times in judging positive self-experiencing words was less than in judging positive self-evaluating words(t=-1.97,p＞0.05),it was also found that the reaction-times in judging negative self-experiencing words was longer than in judging negative self-evaluating words(t=2.04,p＜0.05).
Conclusion:1 ) the sense of belonging and the sense of mastery are two characteristics of self-esteem.2) the quality of infant-parents relation established in childhood play an important role in the development of self-esteem,of which the temperament a person inherited and the parenting style a person perceived are two main factors contributing to the relation.3 ) self-esteem is a fairly valid predictor of persons' stressful life events,interpersonal problems and depression,still,self-esteem not only has a direct effect on depression,but mediates the effect on depression caused by stressful life events and interpersonal problems.4) there is a highly coherence between the global self-esteem and self-experiences,self-evaluations in one's life,moreover,it was found that reactions of self-experiencing appears to having precedence over self-evaluating when one copes with environments.
引文
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