初中生情绪调节方式与心理健康关系研究
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摘要
情绪是指人们对环境中的某种客观事物和对象所持态度的亲身体验,是最基本的感情现象,也是一种对人生成功具有显著影响的非智力因素。情绪调节是一个复杂的心理过程,是一个动态的、有组织的、功能化的认知加工过程,我们可以从认知、行为、语言和生理四个方面对情绪进行调节。不仅要对负性情绪进行调节,对正性情绪也要进行一定的调节。情绪调节对情绪健康具有重要的意义,个体的许多价值观都需要在工作中体现,维持有效的、能发挥个体创造性的工作,需要人们对工作保持持久稳定的注意和兴趣,为避免分心,需要个体经常进行一些先行关注的情绪调节。良好的情绪调节促进个体的心理健康,许多临床理论(例如精神分析理论)强调对冲动情绪的调节。研究表明,使用认知策略可减缓焦虑对人的不良影响。不良的情绪调节或情绪失调是心理病理的主要原因。
情绪的自我调节是促进心理健康的重要方式之一,调节的方式包括控制调节、预期调节和探索性调节。情绪调节是个体适应社会和保持心理健康的重要机制,有助于维持稳定的心理健康状况,良好的情绪调节促进心理健康,不良的情绪调节会破坏心理健康。本文采用问卷调查法和实验法对新郑市两所中学初一至初三的564名学生的情绪调节方式和心理健康关系进行了问卷调查研究,对其328名学生进行试验研究,采用相关分析和方差分析等统计方法进行分析,结果表明:
1、情绪调节方式对初中生的心理健康具有显著的影响。情绪调节方式与心理健康存在高与中相关,认知重评与焦虑和抑郁存在着高相关,认知重评与人际关系和表达抑制与人际关系、焦虑、抑郁都不存在显著的相关。研究结果表明,情绪调节方式对心理健康有一定的作用,但并不与心理健康存在完全的正相关。
2、初中生在认知重评上存在着显著的性别差异和年级差异,在表达抑制上存在着显著的性别差异,而年级差异不显著。而相关的试验干预结果表明,情绪调节方式的改善对初中生在感觉、情绪、思维、行为及生活习惯、人际关系、饮食睡眠等方面的心理健康症状有很大的提高。
据此,本研究认为,学校开展心理课堂,改善其情绪调节方式,对初中生心理健康水平的提高有很大的帮助;教师更应该认识到情绪调节和心理健康二者的紧密性,做好对学生情绪的调控,学会化解来自各方面的压力和情绪困扰,激发学生学习的积极性和主动性,使他们健康茁壮地成长!
Emotional refers to people in some objective of environmental things and objects by the attitude experience, is the most basic emotions phenomenon, but also a significant influence to success in life the non-intellectual factors. Emotional adjustment is a complex psychological process, is a dynamic, organized, functionalization of cognitive process, we can from cognitive, behavior, language and physiological aspects of emotional adjusted. Not only to the negative emotions are adjusted to sexual mood but also certain regulation. Emotional adjustment on emotional health has an important meaning, individual many values all need in work, maintain effective, reflect individual creativity can exert the work, people need to work to keep a persistent attention and interest, to avoid distractions, need individual conduct regular first attention emotional adjustment. Good mood regulation promote individual mental health, many clinical theory (for example psychoanalytic theory) emphasizes to adjust mood impulse. Research shows that use cognitive strategies can slow down the bad influence to people anxiety. Bad mood regulation or emotional disorders are the main cause of psychological pathology.
Emotional self adjusting is to promote mental health, one of the important ways of adjusting way including control regulation, expected adjustment and exploratory regulation. Emotional adjustment is individual adapt to the society and maintain mental health important mechanism, help maintain stable psychological health, good mood regulation promote mental health, bad mood regulation can destroy mental health.
By a questionnaire survey and experimental method to two middle schools in xinzheng city of junior to grade 9 564 students' emotional adjustment mode and mental health relationship, has carried on the questionnaire survey research on its 328 student experiment research, by using correlation analysis and variance analysis analyzes the statistical methods, the results show that:
1. emotion regulation of junior high school students mental health way has remarkable influence. Emotional adjustment way and mental health, there are high and related cognitive re-evaluation exist with anxiety and depression, high related cognitive re-evaluation and interpersonal relations and express inhibit and interpersonal relations, anxiety, depression are not significant correlation. Research results show that emotional adjustment way for mental health has certain effect, but not with the mental health exist completely positive correlation.
2. the junior high pupil in cognitive heavy judge on gender differences exist significant differences in expression and grade are significantly inhibit the gender differences, but no significant difference in grade. And the related experimental intervention results show that emotion regulation of junior middle school students in a way of improving sensations, feelings, thinking, behavior and habits, interpersonal relationship, diet sleep aspects of mental health symptoms have greatly improved.
Accordingly, this study suggests that develop the psychology class in school, improve the emotional adjustment methods and to increase the level of junior high school students mental health has a very great help; Teachers should more realize emotional adjustment and mental health tightness, both emotional control is provided to the students, learn to dissolve from all sides pressure and emotional distress and stimulate the students' study enthusiasm and initiative and make them growing up healthy and strong!
情绪的自我调节是促进心理健康的重要方式之一,调节的方式包括控制调节、预期调节和探索性调节。情绪调节是个体适应社会和保持心理健康的重要机制,有助于维持稳定的心理健康状况,良好的情绪调节促进心理健康,不良的情绪调节会破坏心理健康。本文采用问卷调查法和实验法对新郑市两所中学初一至初三的564名学生的情绪调节方式和心理健康关系进行了问卷调查研究,对其328名学生进行试验研究,采用相关分析和方差分析等统计方法进行分析,结果表明:
1、情绪调节方式对初中生的心理健康具有显著的影响。情绪调节方式与心理健康存在高与中相关,认知重评与焦虑和抑郁存在着高相关,认知重评与人际关系和表达抑制与人际关系、焦虑、抑郁都不存在显著的相关。研究结果表明,情绪调节方式对心理健康有一定的作用,但并不与心理健康存在完全的正相关。
2、初中生在认知重评上存在着显著的性别差异和年级差异,在表达抑制上存在着显著的性别差异,而年级差异不显著。而相关的试验干预结果表明,情绪调节方式的改善对初中生在感觉、情绪、思维、行为及生活习惯、人际关系、饮食睡眠等方面的心理健康症状有很大的提高。
据此,本研究认为,学校开展心理课堂,改善其情绪调节方式,对初中生心理健康水平的提高有很大的帮助;教师更应该认识到情绪调节和心理健康二者的紧密性,做好对学生情绪的调控,学会化解来自各方面的压力和情绪困扰,激发学生学习的积极性和主动性,使他们健康茁壮地成长!
Emotional refers to people in some objective of environmental things and objects by the attitude experience, is the most basic emotions phenomenon, but also a significant influence to success in life the non-intellectual factors. Emotional adjustment is a complex psychological process, is a dynamic, organized, functionalization of cognitive process, we can from cognitive, behavior, language and physiological aspects of emotional adjusted. Not only to the negative emotions are adjusted to sexual mood but also certain regulation. Emotional adjustment on emotional health has an important meaning, individual many values all need in work, maintain effective, reflect individual creativity can exert the work, people need to work to keep a persistent attention and interest, to avoid distractions, need individual conduct regular first attention emotional adjustment. Good mood regulation promote individual mental health, many clinical theory (for example psychoanalytic theory) emphasizes to adjust mood impulse. Research shows that use cognitive strategies can slow down the bad influence to people anxiety. Bad mood regulation or emotional disorders are the main cause of psychological pathology.
Emotional self adjusting is to promote mental health, one of the important ways of adjusting way including control regulation, expected adjustment and exploratory regulation. Emotional adjustment is individual adapt to the society and maintain mental health important mechanism, help maintain stable psychological health, good mood regulation promote mental health, bad mood regulation can destroy mental health.
By a questionnaire survey and experimental method to two middle schools in xinzheng city of junior to grade 9 564 students' emotional adjustment mode and mental health relationship, has carried on the questionnaire survey research on its 328 student experiment research, by using correlation analysis and variance analysis analyzes the statistical methods, the results show that:
1. emotion regulation of junior high school students mental health way has remarkable influence. Emotional adjustment way and mental health, there are high and related cognitive re-evaluation exist with anxiety and depression, high related cognitive re-evaluation and interpersonal relations and express inhibit and interpersonal relations, anxiety, depression are not significant correlation. Research results show that emotional adjustment way for mental health has certain effect, but not with the mental health exist completely positive correlation.
2. the junior high pupil in cognitive heavy judge on gender differences exist significant differences in expression and grade are significantly inhibit the gender differences, but no significant difference in grade. And the related experimental intervention results show that emotion regulation of junior middle school students in a way of improving sensations, feelings, thinking, behavior and habits, interpersonal relationship, diet sleep aspects of mental health symptoms have greatly improved.
Accordingly, this study suggests that develop the psychology class in school, improve the emotional adjustment methods and to increase the level of junior high school students mental health has a very great help; Teachers should more realize emotional adjustment and mental health tightness, both emotional control is provided to the students, learn to dissolve from all sides pressure and emotional distress and stimulate the students' study enthusiasm and initiative and make them growing up healthy and strong!
引文
[1]叶素珍,曾振华.情绪管理与心理健康.[M].北京大学出版社.2007.39-42.
[2]孟昭兰.情绪心理学.[M].北京大学出版社.2005.204-214.
[3]富康,应爱民.健康心理伴你成功一生:初中生心理问题及防治.学苑出版社。2005.6-13
[4]刘启刚.情绪调节的影响效果研究述评[J].中国特殊教育,2008,9:80-83.
[5]侯瑞鹤、俞国良:《情绪调节理论:心理健康角度的考察》,《心理科学进展》,2006年第3期。
[6]王春花.大学生情绪调节方式与生活满意度研究[J].2007,(5)
[7].李梅.高中生不同人际关系群体情绪调节方式的比较研究.上海师范大学硕士学位论文,2003:8一9
[8]李梅,卢家楣.不同人际关系群体情绪调节方式的比较.心理学报,2005,37(4):517-523
[9]王力,柳恒超,李中权,杜卫.情绪调节问卷中文版的信效度研究.中国健康心理学杂志,2007,15(6):503-505
[10]黄敏儿,郭德俊.原因调节与反应调节的情绪变化过程.心理学报,2002,34(4):371-380
[11]王莉,陈会昌等.两岁儿童情绪调节策略与其问题行为.心理发展与教育,2001,3:1-5
[12]赵联防.情绪调节的研究及其应用。[J]黑龙江教育学院学报,2008,27(1)
[13]葛鲁嘉.心理学研究的生态学方法论[J].社会科学研究,2009,2:140-144.
[14]教育部.基础教育课程改革纲要[M].2001.23-25.102-109.
[15]郭德俊,田宝,陈艳玲等.情绪调节教学模式的理论建构[J].北京师范大学学报(社会科学版),2000,5:115-122.
[16]吴樟,曹佳.神奇的情绪力量:青少年情绪的控制与管理.[M].东南大学出版社.2008.
[17]胡涛.拿什么调动学生:名师生态课堂的情绪管理.[M]西南师范大学出版社.2008.
[18]IZARD C E,LIBERO D Z,PUTNAM P,et al.Stability of emotion experiences and their relation to traits of personality[J].Journal of Personality and Social Psychology,1993,64:847-860.
[19]CAMPOS J J,MUMME D L,KERMOIAN R,et al.A functionalist perspective on the natureof emotion[J].In:Fox N A ed.The Development of Emotion Regulation:Biological andBehavioral Considerations.Monographs of the society for research in child development,1994,59(2/3):284-304.
[20]John O P,Gross J JHealthy and Unhealthy Emotion Regulation:Personality Process,Individual Difference , and Life Span Development[J].Journal of Personality,2004,72(6):1301-1333.
[21]Gross,J.J.,2001.Emotionregulationinadulthood:timingiseverything.CurrentDirections in Psychological Science,10,214-219.
[22]Davidson,R.J.,Jackson,D.C.,andKalin,N.H.Emotion,plastic-ity,contextandregulation:Perspectivesfromaffectiveneu-roscience.PsychologicalBulletin,2000,126:890-906.
[23]Derryberry,D,andReed,M.Regulatoryprocessandthedevelopmentofcognitiverepresentations.Development andPsychopathology,1996,8,215-234.
[24]Johnson-Laird,P.N.,andMancini,F.Ahyper-emotiontheoryofpsychologicalillness.Psychological Review,2006,113(4),822-841.
[25]Robert E.ThayerJ.robert Newman , and M. McClain , Self-Regulation of Mood:StrategiesforChangingabadMood,RaisingEnergy,andReducingTension,1994,Vol67(5),910-926
[26]Southam-Gerow,M.A.,andKendall,P.C.Emotionregulationandunderstanding:implicationsforchildpsychopathologyandtherapy.ClinicalPsychologyReview,2002,22,189-222
[27]Bonanno,G.A.,Keltner,D.,Holen,A.,&Horowitz,M.J(.1995).When avoiding unpleasant emotions might not be such a bad thing:Verbal-autonomic response dissociation and midlife conjugalbereavement.Journal of Personality and Social Psychology,69,975-989.
[28] Shields A, Cicchetti D. Emotion regulation among school-age children: The development and validation of anew criterion Q-set scale. Development Psychology,1997,33(6):906-916
[29]Gross J J,John O P .Individual Differences in Two Emotion Regulation Process: Implications for Affect,Relationships,and Well-Bing. Journal of Personality and Social Psychology,2003,85(2):348-3625
[30]Gross J J.The Emerging Field of Emotion Regulation:An Integrative Review[J].Reviewof General Psychology,1998,2(3):271-299.
[2]孟昭兰.情绪心理学.[M].北京大学出版社.2005.204-214.
[3]富康,应爱民.健康心理伴你成功一生:初中生心理问题及防治.学苑出版社。2005.6-13
[4]刘启刚.情绪调节的影响效果研究述评[J].中国特殊教育,2008,9:80-83.
[5]侯瑞鹤、俞国良:《情绪调节理论:心理健康角度的考察》,《心理科学进展》,2006年第3期。
[6]王春花.大学生情绪调节方式与生活满意度研究[J].2007,(5)
[7].李梅.高中生不同人际关系群体情绪调节方式的比较研究.上海师范大学硕士学位论文,2003:8一9
[8]李梅,卢家楣.不同人际关系群体情绪调节方式的比较.心理学报,2005,37(4):517-523
[9]王力,柳恒超,李中权,杜卫.情绪调节问卷中文版的信效度研究.中国健康心理学杂志,2007,15(6):503-505
[10]黄敏儿,郭德俊.原因调节与反应调节的情绪变化过程.心理学报,2002,34(4):371-380
[11]王莉,陈会昌等.两岁儿童情绪调节策略与其问题行为.心理发展与教育,2001,3:1-5
[12]赵联防.情绪调节的研究及其应用。[J]黑龙江教育学院学报,2008,27(1)
[13]葛鲁嘉.心理学研究的生态学方法论[J].社会科学研究,2009,2:140-144.
[14]教育部.基础教育课程改革纲要[M].2001.23-25.102-109.
[15]郭德俊,田宝,陈艳玲等.情绪调节教学模式的理论建构[J].北京师范大学学报(社会科学版),2000,5:115-122.
[16]吴樟,曹佳.神奇的情绪力量:青少年情绪的控制与管理.[M].东南大学出版社.2008.
[17]胡涛.拿什么调动学生:名师生态课堂的情绪管理.[M]西南师范大学出版社.2008.
[18]IZARD C E,LIBERO D Z,PUTNAM P,et al.Stability of emotion experiences and their relation to traits of personality[J].Journal of Personality and Social Psychology,1993,64:847-860.
[19]CAMPOS J J,MUMME D L,KERMOIAN R,et al.A functionalist perspective on the natureof emotion[J].In:Fox N A ed.The Development of Emotion Regulation:Biological andBehavioral Considerations.Monographs of the society for research in child development,1994,59(2/3):284-304.
[20]John O P,Gross J JHealthy and Unhealthy Emotion Regulation:Personality Process,Individual Difference , and Life Span Development[J].Journal of Personality,2004,72(6):1301-1333.
[21]Gross,J.J.,2001.Emotionregulationinadulthood:timingiseverything.CurrentDirections in Psychological Science,10,214-219.
[22]Davidson,R.J.,Jackson,D.C.,andKalin,N.H.Emotion,plastic-ity,contextandregulation:Perspectivesfromaffectiveneu-roscience.PsychologicalBulletin,2000,126:890-906.
[23]Derryberry,D,andReed,M.Regulatoryprocessandthedevelopmentofcognitiverepresentations.Development andPsychopathology,1996,8,215-234.
[24]Johnson-Laird,P.N.,andMancini,F.Ahyper-emotiontheoryofpsychologicalillness.Psychological Review,2006,113(4),822-841.
[25]Robert E.ThayerJ.robert Newman , and M. McClain , Self-Regulation of Mood:StrategiesforChangingabadMood,RaisingEnergy,andReducingTension,1994,Vol67(5),910-926
[26]Southam-Gerow,M.A.,andKendall,P.C.Emotionregulationandunderstanding:implicationsforchildpsychopathologyandtherapy.ClinicalPsychologyReview,2002,22,189-222
[27]Bonanno,G.A.,Keltner,D.,Holen,A.,&Horowitz,M.J(.1995).When avoiding unpleasant emotions might not be such a bad thing:Verbal-autonomic response dissociation and midlife conjugalbereavement.Journal of Personality and Social Psychology,69,975-989.
[28] Shields A, Cicchetti D. Emotion regulation among school-age children: The development and validation of anew criterion Q-set scale. Development Psychology,1997,33(6):906-916
[29]Gross J J,John O P .Individual Differences in Two Emotion Regulation Process: Implications for Affect,Relationships,and Well-Bing. Journal of Personality and Social Psychology,2003,85(2):348-3625
[30]Gross J J.The Emerging Field of Emotion Regulation:An Integrative Review[J].Reviewof General Psychology,1998,2(3):271-299.