中学生颜色偏好与积极情绪消极情绪、心理健康的关系研究
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摘要
颜色偏好是人们对颜色的一般的偏好,通过了解中学生的颜色偏好情况和积极情绪,消极情绪及心理健康状况的现状,探究它们之间的关系,进而指导我们在学校心理健康教育中的工作。采用整群随机抽样,选取郑州市某中学的13-15岁的初一到初三的160名学生。采用中学生心理健康评定量表和积极情绪消极情绪量表,自编中学生颜色偏爱调查表分别对中学生的心理健康状况,积极情绪消极情绪状况和颜色偏爱状况进行测查。
研究结果表明：
1.中学生从总体上看颜色的偏好顺序为蓝,白,黑,紫,红,橙,灰,绿,黄；中学男生的颜色偏好顺序为蓝,白,黑,红,紫,橙,绿,灰,黄；中学女生的颜色偏好顺序为蓝,紫,黑,白,红,灰,橙,绿,黄。
2.对各个颜色的偏好程度上男女的性别差异：男生在红,橙,黄,绿等暖色调的偏好分数显著高于于女生,在蓝,紫,黑,白,灰等冷色调或无色调的喜欢程度男生女生没有显著差异。
3.初中生的积极情绪和消极情绪具有显著的性别差异：女生的积极情绪水平显著高于男生,男生的消极情绪水平显著低于女生。
4.初中生在心理健康问题的检出率为27.5%。男生女生在偏执、人际关系敏感、焦虑、学习压力感、适应不良、情绪不稳定上均存在显著的性别差异。
5.中学生的积极情绪得分与对红色的偏好具有显著的负相关,与蓝色的偏好具有显著的正相关。消极情绪的得分与蓝色的偏好具有显著的负相关。
6.强迫症状与适应不良两个因子均与红色偏好有显著的正相关；偏执、敌对、焦虑、学习压力感和适应不良均与对蓝色的偏好有显著的负相关；学习压力感与对灰色的偏好有显著的正相关。
Color preference is the generally preference of colors of the people, through the research of the color preference, positive emotions, negative emotions and middle school students mental health, to explore the relationship between them, and to guide our mental health education in schools in the work.We used a cluster random sampling, the selection of160students from a middle school of Zhengzhou.And they are all at the age of13to15from grade one to three. We used "the middle school students'mental health rating scale""Positive and negative emotions scale"and "color preference questionnaire of high school students" to measure the middle school students'mental health and the preference condition of the color respectively.
The results show that:
1. In general the sequence of color color preference of high school student are:blue, white, black, purple, red, orange, grey, green, yellow; The color preference sequence of boys from the middle school are blue, white and black, red, purple, orange, green, grey, yellow; The color preference sequence of girls from the middle school are blue, and purple, black, white, red, grey, orange, green, yellow.
2. For each color preferences extent of men and women differences with each other by genders:In the warm color attune such as red, orange, yellow and green the boy shows a higher degree of love than the girl, and there was no significant difference in color preference in the cold colors such as the blue, purple, black, white, ash between the girl and the boy.
3. The junior high school students'positive emotions and negative emotions has significant different levels of gender:the positive emotions of girls were significantly higher than that of male students, the boy negative emotions were significantly lower than girls.
4. The detection rate of Junior high school students'mental health problems is27.5%.There are significant sex differences between boys and girls in paranoid, sensitive interpersonal relation, anxiety, learning to adapt to bad, pressure and mood swings.
5. The scores of positive emotions has significantly negative correlation with red preference, and has significant positive correlation with the blue preference. Negative sentiment have significantly negative correlation with the scores of blue preferences.
6. The factor of forced symptoms and adapt to the bad has a significant positive correlation with red preferences; Paranoid, hostile, anxiety, stress and adapt to bad has a significantly negative correlation with the preference of blue; The stress of Learning has significant positive correlation with the preferences of grey.
研究结果表明：
1.中学生从总体上看颜色的偏好顺序为蓝,白,黑,紫,红,橙,灰,绿,黄；中学男生的颜色偏好顺序为蓝,白,黑,红,紫,橙,绿,灰,黄；中学女生的颜色偏好顺序为蓝,紫,黑,白,红,灰,橙,绿,黄。
2.对各个颜色的偏好程度上男女的性别差异：男生在红,橙,黄,绿等暖色调的偏好分数显著高于于女生,在蓝,紫,黑,白,灰等冷色调或无色调的喜欢程度男生女生没有显著差异。
3.初中生的积极情绪和消极情绪具有显著的性别差异：女生的积极情绪水平显著高于男生,男生的消极情绪水平显著低于女生。
4.初中生在心理健康问题的检出率为27.5%。男生女生在偏执、人际关系敏感、焦虑、学习压力感、适应不良、情绪不稳定上均存在显著的性别差异。
5.中学生的积极情绪得分与对红色的偏好具有显著的负相关,与蓝色的偏好具有显著的正相关。消极情绪的得分与蓝色的偏好具有显著的负相关。
6.强迫症状与适应不良两个因子均与红色偏好有显著的正相关；偏执、敌对、焦虑、学习压力感和适应不良均与对蓝色的偏好有显著的负相关；学习压力感与对灰色的偏好有显著的正相关。
Color preference is the generally preference of colors of the people, through the research of the color preference, positive emotions, negative emotions and middle school students mental health, to explore the relationship between them, and to guide our mental health education in schools in the work.We used a cluster random sampling, the selection of160students from a middle school of Zhengzhou.And they are all at the age of13to15from grade one to three. We used "the middle school students'mental health rating scale""Positive and negative emotions scale"and "color preference questionnaire of high school students" to measure the middle school students'mental health and the preference condition of the color respectively.
The results show that:
1. In general the sequence of color color preference of high school student are:blue, white, black, purple, red, orange, grey, green, yellow; The color preference sequence of boys from the middle school are blue, white and black, red, purple, orange, green, grey, yellow; The color preference sequence of girls from the middle school are blue, and purple, black, white, red, grey, orange, green, yellow.
2. For each color preferences extent of men and women differences with each other by genders:In the warm color attune such as red, orange, yellow and green the boy shows a higher degree of love than the girl, and there was no significant difference in color preference in the cold colors such as the blue, purple, black, white, ash between the girl and the boy.
3. The junior high school students'positive emotions and negative emotions has significant different levels of gender:the positive emotions of girls were significantly higher than that of male students, the boy negative emotions were significantly lower than girls.
4. The detection rate of Junior high school students'mental health problems is27.5%.There are significant sex differences between boys and girls in paranoid, sensitive interpersonal relation, anxiety, learning to adapt to bad, pressure and mood swings.
5. The scores of positive emotions has significantly negative correlation with red preference, and has significant positive correlation with the blue preference. Negative sentiment have significantly negative correlation with the scores of blue preferences.
6. The factor of forced symptoms and adapt to the bad has a significant positive correlation with red preferences; Paranoid, hostile, anxiety, stress and adapt to bad has a significantly negative correlation with the preference of blue; The stress of Learning has significant positive correlation with the preferences of grey.
引文
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[2]Zemach IK, Teller DY. Infant color vision:Infants'spontaneous color preferences are well behaved.[J]. Vision Research,2007,47(10):1362-1367.
[3]Franklin A., Sowden P., Burley R., Notman L.,& Alder, E.. Color Perception in Children with Autism.[J]. Journal of Autism and Developmental Disorders,2008,(10).
[4]李文馥,幼儿颜色爱好特点研究[J].心理发展与教育.1995(1)：9-14
[5]刘少英,葛列众,朱瑶.4-6岁幼儿颜色偏好实验研究[J].心理科学.2004(3)：669-670.
[6]杨淑丽,张莉.4-6岁幼儿的颜色偏好[J].学前教育研究.2009(11)：48-50.
[7]陈立,汪安圣.色、形爱好的差异[J].心理学报.1965(3)：265-269.
[8]曹娟,庄玉,张新立.96名听障学生颜色偏好的研究[J].中国校医.2011(1)：3-5.
[9]董良彦.大学生对服装颜色爱好的差异[J].应用心理学.1993(3)：55-62.
[10]Gambert S R, Fader A, Dubowsky S. Influence of age and illness on color preference[J]. AGE.1988(3).
[11]李文馥.中国城市人的颜色偏好：全国第六届心理学学术会议[Z].中国浙江杭州：1987,48-50.
[12]葛列众,刘少英,徐伟丹.抽象颜色偏好实验研究[J].心理科学.2005(4)：849-851.
[13]Chiu S W, Gervan S, Fairbrother C, et al. Sex-Dimorphic Color Preference in Children with Gender Identity Disorder:A Comparison to Clinical and Community Controls[J]. Sex Roles. 2006(5-6).
[14]Walters J, Dr. Apter M J, Svebak S. Color preference, arousal, and the theory of psychological reversals[J]. Motivation and Emotion.1982(3).
[15]揭水平.大学生服装颜色偏好研究[J].统计研究.2007(10)：85-86.
[16]徐银华.我国女子排球运动员对比赛服装颜色的偏好及情绪体验[D].华南师范大学,2007.
[17]蒋盈,王茜.4-6岁幼儿对室内环境颜色偏好的研究[J].湖南第一师范学院学报.2010(3)：145-147.
[18]孟昭兰.当代情绪理论的发展[J].心理学报.1985(2)：209-215.
[19]Diener E. Assessing subjective well-being:Progress and opportunities[J]. Social Indicators Research,1994,31:103-157.
[20]邢占军.主观幸福感测量研究综述[J].心理科学.2002(3)：336-338.
[21]Watson D, Clark LA, Tellegen A. Development and validation of brief measures of positive and negative affect:the PANAS scales[J]. Journal of Personality and Social Psychology,1988,54:1063-1070.
[22]张卫东,刁静,Schick Constance J正、负性情绪的跨文化心理测量:PANAS维度结构检验[J].心理科学.2004(1)：77-79.
[23]黄丽,杨廷忠,季忠民等.正性负性情绪量表的中国人群适用性研究[J].中国心理卫生杂志,2003,17(1)：54-56.
[24]郭明珠,甘怡群. PANAS-X具体情绪量表在中国人群中的信效度检验：第十二届全国心理学学术大会[Z].中国山东济南：2009402-403.
[25]陈文锋,张建新.积极/消极情感量表中文版的结构和效度[J].中国心理卫生杂志.2004(11)：763-765.
[26]Ekman, P. Facial expressions of emotion:An old controversy and new findings[J]. Philosophical Transactions of the Royal Society of London, Series B:Biological Science. 1992,(B335):63-69.
[27]Catrambone R,Holyouk K. J. Categorizayion and representation on problome-solving transfer. Journal of experimental psychology: Learning, Memory and Congnition. 1989,15(6):1147-1156
[28]Bassok M. Transfer of domain-specific problem-solving proceduresJournal of experimental psychology:Learning, Memory and Congnition..1990,16(3):522-533
[29]石林.情绪研究中的若干问题综述[J].心理学动态,2000,8(1)：63-68.
[30]汤玉琴.正、负性情绪对压力事件的结果推想及健康水平的影响[D].华东师范大学,2006.
[31]田录梅,张建玲.大学生外显自尊、内隐自尊、人格特质与积极情感、消极情感的关系[J].中国心理卫生杂志.2009(3).
[32]应湘,白景瑞.不同心理弹性大学新生的积极消极情绪特征[J].心理学探新,2010,30(4)：81-85.
[33]刘华山.心理健康概念与标准的再认识[J].心理科学.2001(4)：480-481.
[34]王慧.对县级医院护十心理健康状况的调查研究[J].现代护理,2007,13(16)：1521-1522.
[35]师保国,雷雳.近十年内地青少年心理健康研究回顾[J].中国青年研究,2007(10)：23-27.
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