不同归因风格大学生认知特点的比较研究
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摘要
归因风格指个体在长期的归因过程中形成的比较稳定的归因倾向。根据塞林格曼对归因风格的定义,可将归因风格划分为乐观归因风格与悲观归因风格。
大学生对遇到的事会有意或无意地寻找事情结果的原因,他们的认知方式会影响到归因的方式,而不同的归因方式又会对他们的认知以及身心健康有影响。大学阶段是少年向成年人转变的过渡期和关键期,心理发展存在各种矛盾冲突,具有不稳定性、可塑性大的特点,归因风格会对他们的情绪、心态、求知欲、心理健康等产生积极或消极的影响,因此,通过研究不同归因风格的大学生的认知特点,形成良好的归因风格,对大学生的成长和发展、人格的完善、学习策略的形成以及保持良好的身心状态等有重要的意义。
本研究主要采用问卷调查法、实验法来探讨不同归因风格大学生认知特点的差异,研究中设计了三个实验,研究被试的筛选是采用归因风格问卷(ASQ),用分层随机抽样法抽取赣南师院大一、大二、大四的学生作为研究对象。实验一设计选择性注意实验,让两组归因风格大学生注意选择不同属性词汇以及对中性图片选择不同属性的解释,考察不同归因风格的大学生在注意选择不同属性词汇以及选择中性图片不同属性解释时选择的概率和平均反应时的差异;实验二采用信号检测论的评价法设计再认实验,考察不同归因风格的大学生记忆再认不同属性的词汇时,对不同属性词汇的保持率以及在不同判断标准下辨别力d’和反应偏向β的差异。实验三采用眼动实验室研究,实验材料为6组图片,每组图片包括一张积极图片和一张消极图片,将图片交替呈现,以首视点、注视点数以及注视时长为考察的眼动指标,建立不同归因风格的大学生观看眼动图片的眼动模式。研究发现:
1.归因风格具有受情境性影响的特征。大一、大四年级学生悲观归因风格的人数居多,大二年级学生乐观归因风格人数居多。
2.不论注意选择不同属性词汇还是选择中性图片不同属性的解释,或者是记忆再认不同属性新旧词汇,研究发现大学生认知过程会受到归因风格的影响,乐观归因风格的大学生更接受、注意积极的信息,悲观归因风格大学生更接受、注意消极的信息。
3.大学生在对信息的选择时存在积极的偏好。无论乐观归因风格的大学生还是悲观归因风格的大学生,选择积极信息的反应时比选择消极信息的反应时更快。
4.在不同判断标准下,归因风格对不同属性词汇再认的辨别力指标d’没有影响,对反应偏向β有影响,乐观归因风格大学生对积极词汇的选择标准比悲观归因风格大学生更宽松,对消极词汇的选择标准更严格。
5.归因风格对大学生眼动模式有影响,不同归因风格大学生在首视点、注视点数目以及注视时长存在差异。乐观归因风格的大学生更多地关注图片中积极的信息,而悲观归因风格的大学生则更多关注消极的信息。
Attributional style means a kind of comparatively stable attributional tendency formed in long-term attributional process. According to the definition of Seligman, attributional style includes optimistic attributional style and pessimistic attributional style.
College students will always find the reasons consiously or unconsiously in their life. Their cognitive method will affect the reasons understanding, meanwhile how to understand the reasons will affect college students’cognition and physical and mental health. The stage of college students is the transition period and critical period from juvenile to adult, there are various conflicts on their mental development, so the mind of college students are quite plastic and unstable. Attributional style will have a postive or negative affect on their emotion, mentality, aspiration to kowledge, mental health and so on. To research the cognitive characteristics between different attributional style of college students and develop a beneficial attributional style are of great concern to college students, it can promote their development, cultivate perfect personality, form a learning strategy and keep a good state.
This study mainly adopted questionaire method and laboratory method to explore the cognitive differences between optimistic attributional style and pessimistic attributional style in college students. It includes three researches. The participants are freshman, sophomore and senior in Gannan normal university, which selected with ASQ by stratified random sampling. The first research is a selective attention experiment, the participants should attentively select various vocabulary and explanation of neutral pictures. In order to explore the differences of probability and the average reaction time between optimistic and pessmistic attributional style college students when they attentively select various vocabulary and explanation. The second research designed a recognition experiment with assessment method of signal detection theory to investigate the accuracy rate, discrimination and response bias defferences between them when they recognize various vocabulary. The third research adopt laboratory method of eye movement, the maerials are six group pictures, a positive picture and a negative picture in each group and present by alternate means. In order to build eye tracking mode of different attributional style in college students. The research conclusions are following:
1.Attributional style has situational characteristic in cognitive processing. Pessimistic attributional style students are in the majority in freshman and senior, and optimistic attributional style students are in the majority in sophomore.
2.Either attentively select various vocabulary and explanation, or recognize new or old vocabularies, this research finds that attributional style has a notable impact on selective attention of various vocabulary and explanation. The optimistic attributional style college students selected more positive information than pessimistic attributional style.
3.College students have positive information preference. For optimistic attributional style or pessmistic attributional style, the reaction time of positive information selection is quicker than negative information selection.
4.In the recognition of various vocabulary at different criterias, attributional style has no effect on discrimination, but optimistic attributional style college students have difference with pessimistic attributional students on response bias. The former’s master criteria of positive vocabulary is looser than the latter, and stricter on the master criteria of negative vocabulary.
5.Attributional style has an effect on eye tracking. Different attributional style college students have difference on the position of first fixation, observation count and fixation length. Optimistic attributional style students paid more attention on positive information of pictures, and pessimistic attributional students focus more on the pictures’negative information.
大学生对遇到的事会有意或无意地寻找事情结果的原因,他们的认知方式会影响到归因的方式,而不同的归因方式又会对他们的认知以及身心健康有影响。大学阶段是少年向成年人转变的过渡期和关键期,心理发展存在各种矛盾冲突,具有不稳定性、可塑性大的特点,归因风格会对他们的情绪、心态、求知欲、心理健康等产生积极或消极的影响,因此,通过研究不同归因风格的大学生的认知特点,形成良好的归因风格,对大学生的成长和发展、人格的完善、学习策略的形成以及保持良好的身心状态等有重要的意义。
本研究主要采用问卷调查法、实验法来探讨不同归因风格大学生认知特点的差异,研究中设计了三个实验,研究被试的筛选是采用归因风格问卷(ASQ),用分层随机抽样法抽取赣南师院大一、大二、大四的学生作为研究对象。实验一设计选择性注意实验,让两组归因风格大学生注意选择不同属性词汇以及对中性图片选择不同属性的解释,考察不同归因风格的大学生在注意选择不同属性词汇以及选择中性图片不同属性解释时选择的概率和平均反应时的差异;实验二采用信号检测论的评价法设计再认实验,考察不同归因风格的大学生记忆再认不同属性的词汇时,对不同属性词汇的保持率以及在不同判断标准下辨别力d’和反应偏向β的差异。实验三采用眼动实验室研究,实验材料为6组图片,每组图片包括一张积极图片和一张消极图片,将图片交替呈现,以首视点、注视点数以及注视时长为考察的眼动指标,建立不同归因风格的大学生观看眼动图片的眼动模式。研究发现:
1.归因风格具有受情境性影响的特征。大一、大四年级学生悲观归因风格的人数居多,大二年级学生乐观归因风格人数居多。
2.不论注意选择不同属性词汇还是选择中性图片不同属性的解释,或者是记忆再认不同属性新旧词汇,研究发现大学生认知过程会受到归因风格的影响,乐观归因风格的大学生更接受、注意积极的信息,悲观归因风格大学生更接受、注意消极的信息。
3.大学生在对信息的选择时存在积极的偏好。无论乐观归因风格的大学生还是悲观归因风格的大学生,选择积极信息的反应时比选择消极信息的反应时更快。
4.在不同判断标准下,归因风格对不同属性词汇再认的辨别力指标d’没有影响,对反应偏向β有影响,乐观归因风格大学生对积极词汇的选择标准比悲观归因风格大学生更宽松,对消极词汇的选择标准更严格。
5.归因风格对大学生眼动模式有影响,不同归因风格大学生在首视点、注视点数目以及注视时长存在差异。乐观归因风格的大学生更多地关注图片中积极的信息,而悲观归因风格的大学生则更多关注消极的信息。
Attributional style means a kind of comparatively stable attributional tendency formed in long-term attributional process. According to the definition of Seligman, attributional style includes optimistic attributional style and pessimistic attributional style.
College students will always find the reasons consiously or unconsiously in their life. Their cognitive method will affect the reasons understanding, meanwhile how to understand the reasons will affect college students’cognition and physical and mental health. The stage of college students is the transition period and critical period from juvenile to adult, there are various conflicts on their mental development, so the mind of college students are quite plastic and unstable. Attributional style will have a postive or negative affect on their emotion, mentality, aspiration to kowledge, mental health and so on. To research the cognitive characteristics between different attributional style of college students and develop a beneficial attributional style are of great concern to college students, it can promote their development, cultivate perfect personality, form a learning strategy and keep a good state.
This study mainly adopted questionaire method and laboratory method to explore the cognitive differences between optimistic attributional style and pessimistic attributional style in college students. It includes three researches. The participants are freshman, sophomore and senior in Gannan normal university, which selected with ASQ by stratified random sampling. The first research is a selective attention experiment, the participants should attentively select various vocabulary and explanation of neutral pictures. In order to explore the differences of probability and the average reaction time between optimistic and pessmistic attributional style college students when they attentively select various vocabulary and explanation. The second research designed a recognition experiment with assessment method of signal detection theory to investigate the accuracy rate, discrimination and response bias defferences between them when they recognize various vocabulary. The third research adopt laboratory method of eye movement, the maerials are six group pictures, a positive picture and a negative picture in each group and present by alternate means. In order to build eye tracking mode of different attributional style in college students. The research conclusions are following:
1.Attributional style has situational characteristic in cognitive processing. Pessimistic attributional style students are in the majority in freshman and senior, and optimistic attributional style students are in the majority in sophomore.
2.Either attentively select various vocabulary and explanation, or recognize new or old vocabularies, this research finds that attributional style has a notable impact on selective attention of various vocabulary and explanation. The optimistic attributional style college students selected more positive information than pessimistic attributional style.
3.College students have positive information preference. For optimistic attributional style or pessmistic attributional style, the reaction time of positive information selection is quicker than negative information selection.
4.In the recognition of various vocabulary at different criterias, attributional style has no effect on discrimination, but optimistic attributional style college students have difference with pessimistic attributional students on response bias. The former’s master criteria of positive vocabulary is looser than the latter, and stricter on the master criteria of negative vocabulary.
5.Attributional style has an effect on eye tracking. Different attributional style college students have difference on the position of first fixation, observation count and fixation length. Optimistic attributional style students paid more attention on positive information of pictures, and pessimistic attributional students focus more on the pictures’negative information.
引文
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①刘永芳.归因理论及其应用[M].济南:山东人民出版社,1998:P6
①黄凌.归因风格及情绪对购买决策影响的实验研究[D],华东师范大学,2008:P16
②(美)皮特里.动机心理学[M].郭本禹,等译,西安:陕西师范大学出版社,2005:P25
③刘永芳.归因理论及其应用[M].济南:山东人民出版社,1998:P6
④(美)皮特里.动机心理学[M].郭本禹,等译.西安:陕西师范大学出版社,2005:P261
①郭(美)皮特里.动机心理学[M].郭本禹,等译.西安:陕西师范大学出版社,2005:P263
②同上,第265页。
③同上,第268页
④王春莉,大学生自我差异、归因风格和行为应对方式关系的研究[D],2006:P13-18
①刘永芳.归因理论及其应用[M].济南:山东人民出版社,1998:P16
②Maier S F, Seligman M E P. Learned helplessness: Theory and evidence[J]. Journal of Experimental Psychology, General, 1976. 105(1):P48.
③Peterson C, Maier S, Seligman M E P. Learned helplessness: a theory for the age of personal control[M]. New York: Oxford University Press, 1993:P267-269
④Seligman M E P. Helplessness: on depression, development, and death[M]. New York: W.H. Freeman and Company. 1991:P60~65.
①徐四华,丁玉龙.关于阅读的眼动研究[J].心理科学,2005,28(2):P467-469
②Maier S F, Seligman M E P. Learned helplessness: Theory and evidence[J]. Journal of Experimental Psychology, General, 1976. 105(1):P43.
③张学民,舒华.实验心理学纲要[M].北京:北京师范大学出版社,2005:P124-128.
④张学军.大学生归因方式问卷的编制及信度、效度研究[J].新乡教育学报,2003,4(16):P18-21
①王春莉,大学生自我差异、归因风格和行为应对方式关系的研究[D],2006:P13-18
②张学民,舒华.实验心理学纲要[M].北京师范大学出版社,2005:P124-128.
③张晓宏.大学生学业成就归因与元认知、心理健康关系的研究[D].华东师范大学,2006:P12-22
①James A. Shepperd, Judith A. & Julie K. Abandoning Unrealistic Optimism: Performance Estimates and the Temporal Proximity of Self-Relevant Feedback[J]. Journal of Personality and Social Psychology, 1996, 70(4): P844-855.
②Robert M. Lynd-Stevenson. Threat Expectancy Mediates the Relationship Between Attributional Style for Negative Outcomes and Anxiety [J].Cognitive Therapy and Research. 1996, 20(6):P637-651
③Diana Southall, John E. Roberts. Attributional Style and Self-Esteem in Vulnerability to Adolesent Depressive Symptoms Following Life Stress: A 14-Week Prospective Study[J]. Cognitive Therapy and Research, 2002,25(26):P563-579
④齐冰.归因训练的若干研究综述及思考[J],保定师范专科学校学报,2003,(3):P15
①王重鸣.责任制改革与团体归因训练对于工作绩效的影响[J].应用心理学.1988:P32-24
②李晓东,林崇德.个人目标取向、班级目标结构及文化因素与学业求助策略的关系研究[J].心理发展与教育.2001,2(5):P114-118
③王春莉.大学生自我差异、归因风格和行为应对方式关系的研究[D],2006:P16
④孙煜明.不同专业大学生的学业成败归因特点研究[J].南京师大学报.1994,(1):P16.
①董圣鸿,张琪,熊红星.大学生学业成就与人际关系成败归因的特点研究[J].心理科学,2002.25(3):97-99
②张雨新、王燕.归因方式与抑郁[J].心理学报.1989.2:P141-146.
③李占江、邱炳武、王极盛.青少年归因风格及其与心理健康水平的关系研究[J].中国心理卫生杂志.2001.(1):P6-8
④姜玉飞,大学生人际关系敏感与归因风格及相关因素的研究[J].中国行为医学科学2005,2(14):P126-128
⑤张晓宏,大学生学业成就归因与元认知、心理健康关系的研究[D].华东师范大学,2006:P12
⑥同上,P24.
①魏希芬.通过归因训练提高学生学习自信心的实验研究[J].教育科学研究.2001, 2(4):P29-33.
②成云、卢青、马长青.归因训练与学生个性发展的研究[J].四川师范学院学报.1998, (4):108-112.
③游洁.大学生归因风格、价值观和寻求社支持的关系[J],调研世界,2004(4):P94-96
④黄恩,朱跃华.大学生人际归因风格与心理健康[J],中国行为医学科学,2003,12(6):P662
⑤丁晶.高职生归因风格、应对方式与心理健康关系研究[D],华东师范大学,2008:P40
①王军.工科院校大学生人际交往能力及其归因特点的研究[J].心理科学,2003,(4):P169-170
②谢莹.家庭环境与大学生人际交往效能感的关系研究[D].安徽师范大学,2007:P24-31
③张春燕.大学生自尊水平、归因方式与职业决策自我效能的相关研究[D].江西师范大学,2008:16-25
④丁晶.高职生归因风格、应对方式与心理健康关系研究[D],华东师范大学,2008:P42
①林崇德.发展心理学[M],北京:人民教育出版社,2001:P403-418.
①Kathleen M. Galotti.认知心理学[M].吴国宏,等译,西安:陕西人民出版社,2005:P68
①郭秀艳.实验心理学[M].北京:人民出版社,2004:P312
①顾瑜琦,胡佩诚.实验心理学[M].北京:中国医药科技出版社,2005:P337-339
②郭秀艳.实验心理学[M].北京:人民出版社,2004:P313
①Kathleen M. Galotti.认知心理学[M].吴国宏,等译,西安:陕西人民出版社,2005:P68
①郭秀艳.实验心理学[M].北京:人民出版社,2004:P299-444
①韩玉昌.眼动仪和眼动实验法的发展历程[J].心理科学,2000,23(4):P454-457.
②阎国利.眼动分析法在心理学中的应用[M].天津:天津教育出版社,1998:P40-43.
①Van Diepen,P.M.J.,DeGraef,P.,d,Ydewalle,G.Chronometry of foveal information extraction during scene perception. In J. M.Findlay,R.Walker R.W. Kentridge(Eds.),Eye movement researcher[J]: Mechanisms, Processes and applications. Amsterdam: North Holland,1995:P349-362.
①James A. Shepperd, Judith A&Julie K. Abandoning Unrealistic Optimism: Performance Estimates and the Temporal Proximity of Self-Relevant Feedback[J]. Journal of Personality and Social Psychology, 1996, 70(4):p844
[2]黄凌.归因风格及情绪对购买决策影响的实验研究[D].华东师范大学,2008:16-20
[3]郭本禹等译,动机心理学[M].西安:陕西师范大学出版社,2005:260-275
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[8]张晓宏.大学生学业成就归因与元认知、心理健康关系的研究[D].华东师范大学,2006:12-22
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[17]魏希芬.通过归因训练提高学生学习自信心的实验研究[J].教育科学研究.2001, 2(4):29-33.
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[37]王军.工科院校大学生人际交往能力及其归因特点的研究[J].心理科学,2003,(4):169-170.
[38]谢莹.家庭环境与大学生人际交往效能感的关系研究[D].安徽师范大学,2007:24-31.
[39]张春燕.大学生自尊水平、归因方式与职业决策自我效能的相关研究[D].江西师范大学,2008:16-25.
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①刘永芳.归因理论及其应用[M].济南:山东人民出版社,1998:P6
①黄凌.归因风格及情绪对购买决策影响的实验研究[D],华东师范大学,2008:P16
②(美)皮特里.动机心理学[M].郭本禹,等译,西安:陕西师范大学出版社,2005:P25
③刘永芳.归因理论及其应用[M].济南:山东人民出版社,1998:P6
④(美)皮特里.动机心理学[M].郭本禹,等译.西安:陕西师范大学出版社,2005:P261
①郭(美)皮特里.动机心理学[M].郭本禹,等译.西安:陕西师范大学出版社,2005:P263
②同上,第265页。
③同上,第268页
④王春莉,大学生自我差异、归因风格和行为应对方式关系的研究[D],2006:P13-18
①刘永芳.归因理论及其应用[M].济南:山东人民出版社,1998:P16
②Maier S F, Seligman M E P. Learned helplessness: Theory and evidence[J]. Journal of Experimental Psychology, General, 1976. 105(1):P48.
③Peterson C, Maier S, Seligman M E P. Learned helplessness: a theory for the age of personal control[M]. New York: Oxford University Press, 1993:P267-269
④Seligman M E P. Helplessness: on depression, development, and death[M]. New York: W.H. Freeman and Company. 1991:P60~65.
①徐四华,丁玉龙.关于阅读的眼动研究[J].心理科学,2005,28(2):P467-469
②Maier S F, Seligman M E P. Learned helplessness: Theory and evidence[J]. Journal of Experimental Psychology, General, 1976. 105(1):P43.
③张学民,舒华.实验心理学纲要[M].北京:北京师范大学出版社,2005:P124-128.
④张学军.大学生归因方式问卷的编制及信度、效度研究[J].新乡教育学报,2003,4(16):P18-21
①王春莉,大学生自我差异、归因风格和行为应对方式关系的研究[D],2006:P13-18
②张学民,舒华.实验心理学纲要[M].北京师范大学出版社,2005:P124-128.
③张晓宏.大学生学业成就归因与元认知、心理健康关系的研究[D].华东师范大学,2006:P12-22
①James A. Shepperd, Judith A. & Julie K. Abandoning Unrealistic Optimism: Performance Estimates and the Temporal Proximity of Self-Relevant Feedback[J]. Journal of Personality and Social Psychology, 1996, 70(4): P844-855.
②Robert M. Lynd-Stevenson. Threat Expectancy Mediates the Relationship Between Attributional Style for Negative Outcomes and Anxiety [J].Cognitive Therapy and Research. 1996, 20(6):P637-651
③Diana Southall, John E. Roberts. Attributional Style and Self-Esteem in Vulnerability to Adolesent Depressive Symptoms Following Life Stress: A 14-Week Prospective Study[J]. Cognitive Therapy and Research, 2002,25(26):P563-579
④齐冰.归因训练的若干研究综述及思考[J],保定师范专科学校学报,2003,(3):P15
①王重鸣.责任制改革与团体归因训练对于工作绩效的影响[J].应用心理学.1988:P32-24
②李晓东,林崇德.个人目标取向、班级目标结构及文化因素与学业求助策略的关系研究[J].心理发展与教育.2001,2(5):P114-118
③王春莉.大学生自我差异、归因风格和行为应对方式关系的研究[D],2006:P16
④孙煜明.不同专业大学生的学业成败归因特点研究[J].南京师大学报.1994,(1):P16.
①董圣鸿,张琪,熊红星.大学生学业成就与人际关系成败归因的特点研究[J].心理科学,2002.25(3):97-99
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