考试焦虑与自我接纳及应付方式关系的研究

目的探讨高中生考试焦虑与自我接纳及应付方式之间的关系.方法以考试焦虑自我检查表(SRITA)、自我接纳问卷(SAQ)、应付方式问卷(CSQ)对116名高中生进行调查.结果SRITA总分及分量表得分与SAQ总分及自我接纳因子和PO-CS分呈显著负相关(r=-0.2488～-0.5241,p<0.01～0.001),与自我评价因子呈负相关(r=-0.1445～-0.4001,p<0.05～0.001),与AP-CS分呈显著正相关(r=0.2557～0.5241,p<0.01～0.001).结论自我接纳、自我评价和应付方式是影响考试焦虑形成的个体内部心理因素.     

The Relationship between Coping Styles,Test Anxiety and Academic Self-handicapping in Medical College Students

目的 探讨医学生应对方式、考试焦虑与学业自我妨碍的关系.方法 使用简易应对方式问卷(SCSQ)、考试焦虑诊断问卷(TAS)和自我妨碍问卷(SHS)对医学院394名医学生进行调查.结果 医学生在自我妨碍策略的使用上存在性别差异,女生自我妨碍水平高于男生(t=-2.42,P=0.016);积极应对方式对自我妨碍有显著的负向效应(r=-0.12),消极应对方式对自我妨碍产生正向效应(r=0.19);进一步回归分析发现,积极应对、消极应对、女性、自我报告学习成绩、考试焦虑对自我妨碍有36.6％的预测.结论 医学生考前应对方式、考试焦虑对学业自我妨碍有一定的影响,应针对各种因素采取有效措施进行预防及干预.     

医学生应对方式、考试焦虑与学业自我妨碍的相关研究

目的探讨医学生应对方式、考试焦虑与学业自我妨碍的关系。方法使用简易应对方式问卷(SCSQ)、考试焦虑诊断问卷(TA S)和自我妨碍问卷(SHS)对医学院394名医学生进行调查。结果医学生在自我妨碍策略的使用上存在性别差异,女生自我妨碍水平高于男生(t=-2.42,P=0.016);积极应对方式对自我妨碍有显著的负向效应(r=-0.12),消极应对方式对自我妨碍产生正向效应(r=0.19);进一步回归分析发现,积极应对、消极应对、女性、自我报告学习成绩、考试焦虑对自我妨碍有36.6%的预测。结论医学生考前应对方式、考试焦虑对学业自我妨碍有一定的影响,应针对各种因素采取有效措施进行预防及干预。     

硕士生的自我接纳与特质焦虑:特质应对方式的中介作用

目的:探讨硕士生特质应对方式在自我接纳与特质焦虑之间的中介作用。方法:选取1040名硕士生,采用自我接纳量表(SAQ)、特质应对方式问卷(TCSQ)和特质焦虑问卷(T-AI)评估其自我接纳、特质应对方式与特质焦虑。结果:(1)女生在消极应对方式方面的得分高于男生(t=-2.60,P0.05),城市学生自我接纳得分高于农村学生(t=-2.37,P0.05);(2)自我接纳得分与消极应对方式得分呈负相关(r=-0.57,P0.001),与积极应对方式呈正相关(r=0.50,P0.001);特质焦虑得分与自我接纳(r=-0.61,P0.001)、积极应对方式(r=-0.49,P0.001)呈负相关,与消极应对方式呈正相关(r=0.58,P0.001);(3)自我接纳直接预测特质焦虑(β=-0.61,P0.001),又通过消极应对方式间接预测特质焦虑(β=0.34,P0.001),中介效应占总效应的31.8%;又通过积极应对方式间接预测抑郁(β=-0.25,P0.001),中介效应占总效应的20.5%。结论:硕士生特质焦虑与自我接纳、特质应对方式密切相关,特质应对方式在自我接纳与特质焦虑之间起中介作用。     

某医科大学硕士新生应对方式与自我接纳的相关分析

目的:了解某医科大学硕士新生的自我接纳与应对方式的特点及其之间的关系。方法:采用特质应对方式问卷(TCSQ)和自我接纳问卷(SAQ)对某医科大学研究生新生进行调查分析。结果:男女新生在自我评价因子、积极应对和消极应对得分上存在显著差异(P0.01);来自城市与来自农村的新生在自我评价因子和积极应对得分上存在显著差异(P0.01);积极应对方式与自我接纳因子、自我评价因子和自我接纳量表得分均呈显著正相关(r=0.403,0.529,0.544;P0.01);消极应对方式与自我接纳因子、自我评价因子、自我接纳量表得分均呈显著负相关(r=-0.590,-0.425,-0.609;P0.01);应对方式对自我接纳有预测作用(P0.01)。结论:应对方式的改变会影响研究生新生自我接纳程度的改变,倾向于采用积极应对方式的新生自我接纳程度较高,反之自我接纳程度较低。     

自我接纳在心理健康和自我差异间的中介效应

目的:探讨中学生心理健康、自我差异与自我接纳之间的关系。方法:采用中学生心理健康量表、青少年现实-理想自我差异问卷和自我接纳问卷对208名中学生进行测试。结果:(1)心理健康和自我差异无显著相关(P0.05),但和心理健康的强迫症状(r=0.139,P0.05)、人际紧张及敏感(r=0.141,P0.05)、焦虑(r=0.138,P0.05)因子显著正相关;(2)心理健康和自我接纳之间显著负相关(r=-0.436,P0.01);(3)自我差异和自我接纳之间显著负相关(r=-0.288,P0.01);(4)在自我差异影响心理健康中的强迫症状、人际紧张及敏感和焦虑时,自我接纳起完全中介的作用。结论:合理认识自我、接纳自我对中学生的心理健康状况有益。     

学生高考前考试焦虑状况及其影响因素研究

目的探讨高三学生高考前考试焦虑状况及其影响因素。方法应用考试焦虑量表(TAS)、特质应对方式问卷(TC-SQ)和中学生考试焦虑影响因素问卷(IFTAS)对上海市某高中75名学生进行调查。结果高三学生考试焦虑检出率为66.67%。男女生TAS总分无显著差异(t=1.001,P>0.05),检出率无显著差异(χ2=17.6,P>0.05)。学生TAS得分与"对学业的担忧"、"考场环境的不利因素"、"突发事件的干扰"、"自卑"、"对后果的担忧"及"消极应对方式"呈显著正相关(r=0.597,0.317,0.439,0.539,0.496,0.387;P<0.01)。结论高考生考试焦虑现象普遍;担忧和自卑对高三学生的考试焦虑有较大影响;考试焦虑者高考前更多采取消极应对方式。     

高三学生负面评价恐惧与高考焦虑的相关性

目的　探讨高中生的负面评价恐惧与考试焦虑之间的关系。方法　以 2 0 0名高三学生为被试 ,施测负面评价恐惧量表简本 ( FNE)和考试焦虑量表 ( TAS)。结果　评价恐惧量表 (简本 )与考试焦虑量表有显著的正相关 ( r=0 .46,P<0 .0 1 )。结论　高三学生的高考焦虑与负面评价恐惧有较密切的关系     

少年犯情绪智力及共与有关个性因素的相关研究

目的 :探讨少年犯的情绪智力特点及其和有关个性因素的相关关系。方法 :在押少年犯 2 2 8人接受一份问卷调查 ,问卷包括情绪智力、自我效能感和应付方式等五个相关量表。结果 :(1)少年犯的情绪智力低于同龄的中学生 ,男 :12 7 45± 14 6/111 86± 13 9,Z =9 7,P <0 1;女 :12 8 73± 9 9/115 2±13 3 ,Z =4 4,P <0 0 1;(2 )少年犯的情绪智力和一般自我效能感 (r = 2 3 )及应付方式积极应对 (r = 41) ,消极应对 (r = 2 1)正相关 ,但和心理控制源与抑郁则没有相关关系 (P >0 0 5 )。     

大学生自我评价对消极完美主义和焦虑的调节作用

目的:探讨大学生的自我评价,对消极完美主义人格倾向与焦虑情绪的关系有何影响。方法:采用消极完美主义问卷(ZNPQ)和焦虑自评量表(SAS)对359名大学生进行调查,被试随机分为无自我评价组、消极自我评价组和积极自我评价组。结果:①消极完美主义与焦虑呈正相关(r=0.35～0.48,P0.01),且可以有效地预测焦虑(F=66.06,P0.01,β=0.40,△R~2=0.15);②消极自我评价条件下,消极完美主义对焦虑的影响最明显(r=0.48,P0.01)且消极完美主义的5个特质均与焦虑呈正相关(r=0.19～0.54,P0.05);③消极自我评价条件下,自我评价个数较多时,焦虑得分明显增加(F=16.80,P0.01,β=0.58,△R~2=0.32)。结论:消极完美主义人格倾向与焦虑情绪密切相关,并且在进行消极的自我评价之后,消极完美主义对焦虑的影响最明显。     

The Internal Cohabitation Model

This paper presents the reasons for viewing the conflicts of inner mental life as arising from the problematic interaction of two different selves. A self that is involved in interpersonal relationships can be seen to be contending with a coexisting self who has a hatred of dependency on others. When the self that idealises independence is dominating the inner world, any means will be used to achieve the desired ends, regardless of the consequences for anyone. The paper makes links with the work of neuropsychiatrists such as McGilchrist and to the contributions of Bion, Britton, Winnicott and other analysts who have recognized the existence of different selves in the inner world. An analytic session is presented to illustrate the process of mapping out of ‘who is doing what to whom’ in the clinical interaction. We argue that transference misattributions can be better understood by recognizing the differences between the two selves internally. This detailed differentiation can then assist the patient to reduce the likelihood of internal takeovers both in the analytic setting and in other relationships.     

Narrative representations of caregivers and self in maltreated pre-schoolers

This study examined narrative representations of parents and of self, as well as child behavior during the assessment, in maltreated (N = 56) and demographically comparable non-maltreated (N = 37) pre-school-aged children in a one-year longitudinal study. Maltreated children evidenced more negative representations of parents and of self at Time 2, including the juxtaposition of both a negative and a grandiose self. Over time there was a marginal interaction such that maltreated children portrayed fewer disciplining parent representations and nonmaltreated children portrayed more. Also over time, maltreated children portrayed marginally more grandiose self-representations and nonmaltreated children fewer. Furthermore, maltreated children demonstrated less responsivity to the examiner over time and nonmaltreated children demonstrated more. The deleterious effects of maltreatment on representations of self and of others, especially as development proceeds, are discussed, and the importance of providing attachment-informed intervention prior to the consolidation of these negative representations is highlighted.     

大学生自我接纳与自我和谐的关系

目的:了解大学生自我接纳与自我和谐的现状以及两者之间的关系,为心理健康教育提供教学参考。方法:采用自我接纳量表和自我和谐量表,对南京某两所大学大一至大四880名学生进行问卷调查。结果:在本研究中大学生自我和谐程度优于全国常模,符合心理健康的标准,在性别、生源地和是否独生上没有显著差异。自我接纳总分与自我和谐总分显著负相关(r=-0.597,P0.01);自我接纳因子和自我的灵活性、自我与经验的不和谐、自我的刻板性3个因子相关性显著(r=0.265,-0.612,-0.230;P0.01);自我评价因子和自我的灵活性、自我与经验的不和谐、自我的刻板性3个因子相关性显著(r=0.237,-0.442,-0.097;P0.01)。回归分析表明,自我接纳因子和自我评价因子均对自我和谐有正向预测作用。结论:自我接纳是影响大学生自我和谐的重要因素。     

Behavioral self warming and cooling of spinal canal by rats

Rats with a chronic thermode implanted in their spinal canal could bar-press to warm or cool their spinal cord. With a “cold” lever, they cooled their spinal canal less in a cold environment than in a warm environment. With a “warm” lever they behaved in the same way, i.e., warmed their spinal canal more in a warm than in a cold environment. In a two-lever situation they pressed the cold and the warm levers alternately in warm environment, but did not press either in cold environment. These results suggest that cold and warm spinal cord provided the rats with rewards of a different nature.     

大学生自我设限、自尊与完美主义的关系

目的:探讨大学生自我设限、自尊与完美主义的关系。方法:采用自我设限量表(SHS)、自尊量表(SES)及多维完美主义量表(FMPS)对711名在校大学生相关心理特质进行调查,采用相关分析和归因分析探究了自我设限、自尊与完美主义的关系并构建了结构方程模型。结果:自我设限对自尊起到负向预测作用(r=-0.411,P0.01),对完美主义有显著的正向预测作用(r=0.359,P0.01);通过中介效应分析得知自尊在完美主义与自我设限之间起到了部分中介作用,二者对自我设限的方差解释达到了58.8%。结论:自尊、完美主义是大学生自我设限的重要影响因素。     

大学生自我认同在自我效能感与成就动机中的中介作用

目的:探讨师范院校学生的自我认同感是否在自我效能感与成就动机中存在中介效应。方法:采用自我认同量表、自我效能感量表、成就动机量表对安阳师范学院251名大学生施测。结果:(1)自我效能感与避免失败的动机、避免失败的动机与成就动机总和、避免失败的动机与自我认同之间均存在显著的负相关(r=-0.141,-0.665,-0.150;P0.05),自我效能感与追求成功的动机、成就动机总和、自我认同之间均存在显著的正相关(r=0.286,0.320,0.229;P0.01),追求成功的动机与成就动机总和、自我认同之间均存在正相关(r=0.673,0.155;P0.05),成就动机总和与自我认同之间存在正相关(r=0.228,P0.01);(2)追求成功的动机对自我效能感有正向的预测作用(t=5.054,P0.001),避免失败的动机对自我效能感有负向预测作用(t=-2.879,P0.01);(3)自我认同感在自我效能感与成就动机之间存在一定的中介作用(c'/b=0.017,0.033;P0.01)。结论:自我认同能通过影响自我效能感进而影响成就动机。     

Protection or Vulnerability? A Meta‐Analysis of the Relations Between the Positive and Negative Components of Self‐Compassion and Psychopathology

Self‐compassion is increasingly explored as a protective factor in relation to psychopathology. The Self‐Compassion Scale (SCS) and its Short Form variant (SCS‐SF) are the most widely used instruments for measuring this psychological construct, and previous studies have indeed shown that the total score of this scale is negatively associated with psychopathology. In this article, we point out that half of the items of the SCS and SCS‐SF are positive indicators of self‐compassion and directly refer to the three key components of self‐kindness, common humanity and mindfulness, while the other half of the items are negative indicators of the construct and reflect the precise opposite of the key components, namely self‐judgment, isolation and over‐identification. A meta‐analysis was conducted including 18 studies that reported on the positive and negative indicators of self‐compassion as indexed by the SCS/SCS‐SF and their relations to various types of psychopathology. Results showed that positive indicators of self‐compassion were negatively associated with psychopathology, which confirms their hypothesized protective influence. However, the negative indicators were positively linked to psychopathology, suggesting that these scales tap increased vulnerability to mental health problems. Moreover, tests comparing the strength of the relations between various SCS/SCS‐SF counterparts (i.e., self‐kindness versus self‐judgment, common humanity versus isolation and mindfulness versus over‐identification) and psychopathology showed that the negative indicators were significantly stronger linked to mental health problems than the positive indicators. This provides support for the idea that the use of a total self‐compassion score of the SCS or SCS‐SF, which typically includes the reversely scored negative subscales, will probably result in an inflated relationship with symptoms of psychopathology. Copyright © 2016 John Wiley & Sons, Ltd.     

高师新生自我和谐与父母教养方式、人格特征的关系

目的探讨高师新生自我和谐与父母教养方式、人格特征的关系,为开展大学生心理健康教育工作提供依据。方法采用自我和谐量表(SCCS)、父母教养方式评价量表(EMBU)、艾森克人格问卷(EPQ)对湛江某高师院校494名大一新生进行集体施测,对数据进行相关分析和多元逐步回归等。结果①自我和谐总分及3个维度,性别和生源地主效应均不显著,在自我的灵活性上性别和生源地的交互作用显著(F=5.26,P<0.05);②除父母偏爱被试外,高师新生自我和谐程度与其他父母教养方式相关显著(r=-0.34～0.32,P<0.01);③高师新生自我和谐程度与人格特征相关显著(r=-0.37～0.53,P<0.01);④神经质、内外倾、精神质以及父亲拒绝否认、父亲情感温暖、父亲过保护对自我和谐总分具有显著预测力(R2=0.40)。结论人格特征及父母教养方式能够在一定程度上预测高师新生的自我和谐水平。     

内观认知疗法对网瘾大学生自我认知与自我评价的影响

目的:探讨内观认知疗法对网瘾大学生自我认知与自我评价的的影响。方法:60名网瘾大学生,按照数字表随机分组法分为研究组和对照组,各30名,对照组给予一般性健康教育,研究组给予内观认知疗法,干预时间均为2周,治疗前后,采用田纳西自我概念量表(TSCS)、核心自我评价量表(CSES)评价两组的治疗效果。结果:治疗前,研究组TSCS、CSES总分分别为(226.55±23.46)分、(28.48±4.35)分,对照组TSCS、CSES总分分别为(226.49±23.24)分、(28.35±4.29)分;两组比较均无显著性差异;治疗后,研究组SCS、CSES总分分别为(261.72±21.28)分、(35.29±3.41)分,对照组SCS、CSES总分分别为(239.53±25.16)分、(30.15±4.33)分,两组比较,存在显著性差异(t=3.69、5.11,P0.01)。结论:内观认知疗法能够提高网瘾大学生自我认知与评价水平,具有较好的心理治疗效果。     

A temporary deficiency in self‐control: Can heightened motivation overcome this effect?

Self‐control is important for everyday life and involves behavioral regulation. Self‐control requires effort, and when completing two successive self‐control tasks, there is typically a temporary drop in performance in the second task. High self‐reported motivation and being made self‐aware somewhat counteract this effect—with the result that performance in the second task is enhanced. The current study explored the relationship between self‐awareness and motivation on sequential self‐control task performance. Before employing self‐control in an antisaccade task, participants initially applied self‐control in an incongruent Stroop task or completed a control task. After the Stroop task, participants unscrambled sentences that primed self‐awareness (each started with the word “I”) or unscrambled neutral sentences. Motivation was measured after the antisaccade task. Findings revealed that, after exerting self‐control in the incongruent Stroop task, motivation predicted erroneous responses in the antisaccade task for those that unscrambled neutral sentences, and high motivation led to fewer errors. Those primed with self‐awareness were somewhat more motivated overall, but motivation did not significantly predict antisaccade performance. Supporting the resource allocation account, if one was motivated—intrinsically or via the manipulation of self‐awareness—resources were allocated to both tasks leading to the successful completion of two sequential self‐control tasks.