少年暴力犯、网络成瘾少年的人际关系性人格维度分析

目的:探讨青少年网络成瘾者、暴力犯的人际关系性特点,及与普通少年的区别。方法:用《中文网络成瘾量表》评定是否成瘾,比较成瘾者、少年暴力犯及普通少年在《中国人人格评定量表》人际关系性上的得分。结果:协方差分析发现:年龄的主效应边缘显著(F(5,329)=2.20,P=0.054),而组别的主效应显著(F(10,620)=5.02,P<0.001)。进一步分解发现:三个组在人情取向维度上主效应不显著(F(2,313)=0.58,P=0.56),在面子(F(2,313)=12.52,P<0.001)、灵活性(F(2,313)=10.85,P<0.001)、防御性(F(2,313)=9.92,P<0.001)上,主效应显著。同时,在这三个维度上,暴力犯和网络成瘾者之间无差异(均值差为-0.03-0.01,P>0.05),但在面子、防御性上,得分显著高于正常青少年(均值差为0.11-0.13,P<0.001),在灵活性上,得分显著低于正常青少年(均值差分别为0.08,P<0.01和0.12,P<0.001)。结论:少年暴力犯和网络成瘾少年在人际关系上具有相似的特点,比正常少年更加爱面子和更强的防御性,但更缺乏灵活性。     

中学生学业情绪与心理韧性、学习成绩的关系

目的:探讨中学生学业情绪与心理韧性、学习成绩的关系。方法:选取山东省3所中学初一至高二年级694名学生为研究对象,采用青少年学业情绪问卷、青少年心理韧性量表分别对中学生学业情绪与心理韧性进行测量。结果:与女生相比,男生体验到更多的积极低唤醒和更少的消极高唤醒学业情绪(积极低唤醒:t=2.77,P0.01;消极高唤醒:t=-4.14,P0.001);除了消极高唤醒(F=0.79,P0.05),中学生的积极高唤醒(F=5.04,P0.001)、积极低唤醒(F=10.46,P0.001)及消极低唤醒(F=15.06,P0.001)学业情绪均存在显著年级差异;不同学业成绩中学生在4种学业情绪上均差异显著(积极高唤醒:F=6.47,P0.001;积极低唤醒:F=37.33,P0.001;消极高唤醒:F=6.26,P0.001;消极低唤醒:F=18.52,P0.001)。学业成绩、心理韧性对积极学业情绪有正向预测作用,对消极学业情绪有负向预测作用。结论:中学生心理韧性与学业情绪关系密切,是影响学业情绪的重要变量。学习落后生的学业情绪应该引起更多关注。     

军人情绪调节方式与抑郁的相关研究

目的:探讨军人情绪调节方式与抑郁的相关性。方法:采用军人情绪调节方式量表和抑郁自评量表对418名陆军官兵进行问卷调查。结果:1方差分析发现,不同抑郁程度军人的情绪调节方式使用频率存在显著差异(F=13.241,P0.001;F=7.807,P0.001;F=2.736,P0.05;F=35.060,P0.001);2相关分析表明,军人情绪调节方式与抑郁存在显著性相关(r=0.037,-0.265,-0.165,-0.490;P0.01);3回归分析结果显示,军人情绪调节方式对抑郁的预测力较强,能够预测军人抑郁35.5%的变异量,且认知重视对抑郁具有促进作用,自我安慰、情感求助、行为抑制对抑郁具有抑制作用。结论:军人情绪调节方式是军人抑郁的重要影响因素。     

大学生情绪及其表达方式调查研究

探讨大学生被试2周内体验到的情绪(积极、消极)及情绪表达方式。采用问卷法对36名大学生进行调查,分析统计情绪计数、情绪表达。积极情绪与消极情绪出现次数差异有统计学意义(Z=-2.903,P=0.004);积极情绪表达、消极情绪表达数量上差异无统计学意义;积极情绪不表达与消极情绪不表达间差异有统计学意义(Z=-2.68,P=0.007);消极情绪采取消极表达的方式显著多于积极情绪(Z=-3.245,P=0.001)。结论:①大学生消极情绪显著多于积极情绪;②在情绪表达量上差异无统计学意义;③积极情绪不表达与消极情绪不表达差异有统计学意义,对消极情绪采取消极表达的方式也显著多于积极情绪;④需引导大学生更多采用认知重评等积极的情绪调节策略。     

大学生情绪表达灵活性对正念和情绪调节能力的调节效应

目的:考察情绪表达灵活性对正念和情绪调节策略使用频率的调节效应。方法:选取222名大学生被试,采用正念注意觉知量表(MAAS)、斯坦福情绪调节量表(ERQ)、情绪表达灵活性量表分别测试正念注意觉知水平、情绪调节策略(认知重评和表达抑制)使用频率和情绪表达灵活性水平。结果:情绪表达灵活性得分与正念水平呈正相关(r=0.363,P0.01),与认知重评呈负相关(r=-0.214,P0.01),情绪表达灵活性可以调节正念与认知重评的关系(β=-0.131,P=0.006),对于低情绪表达灵活性组,正念水平可以对认知重评策略使用频率有正向预测作用(β=0.1483,P=0.0049);但对于高情绪表达灵活组,正念水平对认知重评策略使用频率无预测作用(β=0.001,P0.05);情绪表达灵活性在正念水平与表达抑制关系中同样存在调节效应。对于低情绪表达灵活性组,正念水平可以对表达抑制策略使用频率有正向预测作用(β=0.12,P0.01);但对于高情绪表达灵活组,正念水平对表达抑制策略使用频率无预测作用(β=-0.02,P0.05)。结论:对于低情绪表达灵活性个体,可以用提高其正念水平的方法来提高其使用认知重评及表达抑制的情绪调节策略。     

122名初中工读学生情绪反应与表达的特点

目的:探讨初中工读生与普通初中生情绪反应、表达的不同特点.方法:运用自编中学生情绪评定问卷和修订的Spielberger状态-特质愤怒表达问卷对833名普通中学初中生和122名工读学校初中生进行测量研究.结果:(1)中学生情绪评定问卷的七个分问卷的α系数分别为:0.74、0.82、0.77、0.83、0.85、0.78、0.71,状态特质愤怒表达问卷的四个分问卷的α系数分别为:0.91、0.78、0.79、0.93.(2)初中女生的恐惧、悲伤感和愤怒、正性情绪表达、负性情绪表达评分显著高于男生(3.7±0.9/2.9±0.9,F=73.77,P＜0.001;4.3±0.8/3.6±1.1,F=29.93,P＜0.001;4.0±0.7/3.8±0.8,F=21.71,P＜0.001;3.5±0.8/3.1 ±0.8,F=17.48,P＜0.001).(3)初中工读生的恐惧和愤怒、悲伤、愤怒控制评分显著低于普通学生(2.8 ±1.0/3.3±1.0,F=5.50,P＜0.05;3.5±1.2/4.1±1.0,F=3.85,P＜0.05;2.1±0.6/2.5±0.7,F=25.55,P＜0.001),而状态愤怒、特质愤怒、愤怒表达评分显著高于普通学生(2.4±1.0/1.9±0.8,F=28.82,P＜0.001;2.5 ±0.7/2.1±0.6,F=25.13,P＜0.001;2.3±0.6/1.9 ±0.6,F=32.86,P＜0.001).正性情绪表达的性别与组别的交互作用显著(F=6.07,P=0.011),具体为男生中工读学生的正性情绪表达评分低于普通学生(3.5±0.8/3.9 ±0.7,P=0.018),而女生中差别不显著.结论:初中工读学生的情绪反应与情绪表达,尤其是愤怒情绪反应与表达存在一定的缺陷.     

4～6年级发展性阅读障碍儿童生活事件与情绪调节策略的关系

目的:了解发展性阅读障碍儿童所遭遇的负性生活事件及常用的情绪调节策略,为提高其情绪调控能力提供依据。方法:采用标准化量表对浙南地区595名4~6年级儿童的生活事件、情绪调节策略进行了调查;语文老师或班主任对语文成绩排名后10%的儿童进行汉语阅读障碍评估,结合智力测验结果筛查发展性阅读障碍儿童。采用方差分析,探索正常儿童与阅读障碍儿童在生活事件、情绪调节方面的差异;采用相关分析,探索阅读障碍儿童生活事件与情绪调节策略之间的相关性。结果:1从总样本来看,除理性分析外,儿童生活事件、情绪调节总分及各维度在性别和年级方面均不存在显著差异(P0.05);2发展性阅读障碍儿童发生率为6.55%。与正常儿童相比,他们更容易遭遇受惩罚和学习压力两种负性生活事件(F=11.18,19.30;P0.001);较多采用表达抑制(F=5.28,P0.05)、自我责备(F=12.70,P0.001)、沉思(F=4.71,P0.05)、灾难化(F=15.72,P0.001)、责备他人(F=15.95,P0.001)等消极情绪调节策略,较少采用接纳(F=4.10,P0.05)、重新关注计划(F=6.10,P0.05)、积极重新评价(F=17.99,P0.001)等积极情绪调节策略;3相关分析结果表明,阅读障碍儿童的生活事件与自我责备、消极认知情绪调节显著相关(r=0.320,0.630;P0.05)。结论:发展性阅读障碍儿童容易遭遇负性生活事件,更倾向于采用消极情绪调节策略。     

上海3所中学新冠肺炎疫情高峰期青少年心理韧性及其影响因素

目的:调查新型冠状病毒肺炎(COVID-19)高峰期青少年心理韧性及其影响因素,为青少年心理健康教育与心理韧性建设工作提供实证依据和决策参考。方法:使用一般情况调查表、Achenbach青少年行为自评量表、应激评价量表、主观创伤应对量表、正性负性情绪量表、个人公平世界信念量表、主观社会支持量表和自评利他行为问卷在疫情高峰期对上海3所中学共1346名中学生进行网络问卷调查和统计分析。结果:(1)58.10%的青少年具有心理韧性,9.40%可能存在较严重的心理问题(焦虑/抑郁),32.50%可能存在中等程度的心理问题;(2)心理韧性组较焦虑/抑郁组的青少年受疫情影响程度主观评估更低(F=11.935,P0.001)、表现出更多的积极情绪和更少的消极情绪(F积极=18.153,P0.001;F消极=92.513,P0.001)、更多的前行焦点应对和更少的创伤焦点应对(F前行焦点=11.770,P0.001;F创伤焦点=17.557,P0.001)、更倾向于疫情是可控的(F自控=4.744,P0.01;F不可控=6.502,P0.01;F他控=6.434,P0.01)、抱持公平世界信念(F=33.821,P0.001),且得到更多的社会支持(F父母家人=18.565,P0.001;F学校老师=12.535,P0.001;F同学朋友=12.752,P0.001;F总体=19.694,P0.001);其中积极情绪、消极情绪、创伤焦点应对方式和公平世界信念是青少年心理韧性主要预测因素。结论:非疫情重灾区青少年的心理健康水平未受到明显影响,大多数表现出良好的心理适应能力。心理韧性与事件影响程度、积极消极情绪、应激评价、应对方式、公平世界信念和各方面社会支持密切相关。     

情绪及情绪调节策略对认知灵活性的影响

目的:考察不同情绪以及情绪调节策略对于被试认知灵活性的影响。方法:采用情绪调节问卷筛选出不同情绪调节策略的62名大学生作为被试。为启动对应情绪,随机分配每位被试观看积极、消极或者中性影片片段;之后要求58名情绪已启动的被试执行包括保持和转换两个阶段的数字分类任务。保持阶段要求被试对特定颜色的靶数字反应,同时忽略其他颜色的数字;转换阶段要求被试对其他颜色的靶数字反应,而原先的靶数字的颜色则作为分心数字的颜色。保持结束阶段与转换开始阶段的反应时之差为即为转换损失,作为表现认知灵活性的因变量。结果:不同情绪启动下被试的转换损失存在显著差异(F=3.474,P=0.038);积极情绪与消极情绪(P=0.031)、中性情绪(P=0.023)均存在显著差异,但消极情绪条件与中性条件(P=0.882)的差异不显著。情绪调节策略在转换损失上的差异不显著(F=0.562,P=0.457),情绪调节策略和启动情绪类型的交互作用也不显著(F=0.352,P=0.705)。结论:相比于消极和中性情绪,积极情绪能显著提高被试的认知灵活性;而认知重评和表达抑制这两种情绪调节策略对认知灵活性的影响并不存在显著差异。     

大学生情绪调节策略与父母教养方式

目的 探讨大学生情绪调节策略与父母教养方式的关系.方法 翻译并修订英文版情绪调节策略问卷,采用父母教养方式问卷和修订的情绪调节策略问卷对360名大学生进行测查.结果 大学生使用认知重评的频率高于使用表达抑制,差异具有统计学意义(t=15.92,P＜0.01);男生比女生更多地应用表达抑制策略(t=3.842,P＜0.01);积极的情绪调节策略(认知重评)与父亲惩罚严厉呈显著负相关(r=-0.133,P＜0.05),与母亲惩罚严厉呈显著负相关(r=-0.130,P＜0.05);消极的情绪调节策略(表达抑制)与父亲拒绝否认呈显著正相关(r=0.135,P＜0.05),与父亲过度保护呈显著正相关(r=0.117,P＜0.05).结论 大学生情绪调节策略的使用与父母教养方式有关.父亲越多地使用拒绝否认、过度保护教养方式,大学生使用表达抑制策略越多;父亲母亲越多地使用惩罚严厉教养方式,大学生越少使用认知重评策略.     

The temporal dynamics of two response-focused forms of emotion regulation: experiential, expressive, and autonomic consequences

This study examines the early affective consequences of two close forms of suppression. Participants (N=37) were shown negative, positive, and neutral pictures and cued either to attend to the pictures, or to perform expressive or physiological suppression (i.e., reduce body reactions). Continuous measures of experience, expressivity, and autonomic responses showed that both suppression strategies produced rapid response modulation. Common effects of the two strategies included a transient increase in negative feeling, a durable decrease in positive feeling, and a decrease in expressivity, cardiovascular activity, and oxygenation. The two strategies were significantly different only in response to positive stimuli, with physiological suppression showing a larger decrease in experience intensity and blood pressure. These results suggest a strong overlap between the two suppression strategies in terms of their early impact on emotional responses.     

孕妇情绪状态对分娩过程的影响

目的　观察情绪状态对分娩过程的影响。方法　应用焦虑自评量表 (SAS)抑郁自评量表 (SDS)于分娩前 1周内对孕妇进行测评 ,选取有焦虑情绪或抑郁情绪 5 0例 ,做为观察组 ,无焦虑抑郁情绪 5 0例做为对照组 ,比较两组分娩方式、产程、新生儿 APQAR评分 ,出血量。结果　有情绪障碍组剖宫产率高 ,产程延长 ,新生儿 APQAR评分降低 ,差异有显著性 (P<0 .0 5 )。结论　分娩过程有复杂的心理因素参与并受其影响。     

An exploration of emotion regulation in psychosis

The emotional experience of individuals who experience psychosis has historically been neglected, possibly due to the divide between the psychoses and neuroses. This study examined emotional experience and regulation in individuals who had experienced psychosis, individuals experiencing anxiety or mood disorders, and non‐patient controls. Participants completed validated measures of emotional experience and emotion regulation. Both clinical groups were found to experience similar levels of emotions, and in comparison to the non‐patient controls, they experienced greater levels of negatively valenced emotions and lower levels of happiness. Both clinical groups also used similar emotion regulation strategies, and in comparison to non‐patient controls, they used significantly more dysfunctional and less functional strategies, suggesting that the emotional experience and emotion regulation strategies of people who have experienced psychosis are more similar to non‐psychotic disorders than have previously been thought to be the case. The theoretical and clinical implications of these findings are discussed. Copyright © 2009 John Wiley & Sons, Ltd. Key Practitioner Message: ? Individuals with psychosis experience similar emotions as individuals with anxiety and mood disorders, namely more unhappiness, fear and less happiness. ? People with psychosis attempt to regulate these emotions in similar ways to people with mood and anxiety problems, by using more dysfunctional emotional regulation strategies such as ruminating. ? Clinicians may want to pay closer attention to assessing the emotion regulation strategies of those who experience psychosis and consider the implications of these in therapy. ? They may also want to consider the role emotional dysregulation may play in the development, maintenance and course of psychosis. ? An emotion regulation approach to psychosis may be characterised by focussing on emotional experiences and the individual's response to these, as opposed to psychotic symptoms.     

大学生中庸思维在情绪调节和情绪间的作用

目的探讨大学生情绪调节、中庸思维与情绪状态间的关系。方法通过收集369份在校大学生的量表结果,其中包括情绪调节问卷、中庸信念/价值量表、正负情绪检核表。结果①认知重评与正性情绪正相关、与负性情绪负相关,表达抑制与负性情绪正相关(r=0.259～0.159,P>0.05);中庸思维与认知重评有显著正相关,与负性情绪有显著负相关(r=0.312,0.160;P>0.05);②中庸思维在认知重评与情绪之间没有起到显著的调节作用,在表达抑制与负性情绪之间起到了显著的负调节作用(β=-0.114,P>0.05),中庸思维程度较高时表达抑制与负性情绪无显著相关(r=0.107,P>0.05),中庸思维程度较低时表达抑制与负性情绪显著正相关(r=0.225,P>0.01)。结论中庸思维使个体倾向使用认知重评的情绪调节,较高的中庸思维程度不易受到表达抑制的负面影响。     

情绪表达抑制与心理健康的关系

目的:调查中国人对情绪表达抑制的使用情况并探索其与心理健康的关系。方法:采用问卷法收集265名被试对情绪表达抑制的使用及心理健康相关数据。结果:①在较亲密关系中(父母、好友)的表达抑制显著少于较疏远关系中(老师或上级、一般同学或同事),在上级情境(老师或上级)下的表达抑制显著多于平级情境(一般同学或同事);②对负性情绪的表达抑制多于正性情绪;③父母、好友情境下的情绪表达抑制与心理健康有一定相关,老师或上级、一般同学或同事情境下的表达抑制与心理健康相关不显著。结论:情绪表达抑制与情境、情绪类型有关,父母密友等情感性关系中的情绪表达抑制与心理健康水平有关。     

情绪调节困难量表在中国人群中的初步测试

目的 引进情绪调节困难量表,考察其在中国人群中的信度和效度.方法 采用情绪调节困难量表对1017名大学生被试进行了测查.结果 情绪调节困难量表总量表的重测信度为0.86,各分量表在0.59～0.86之间;总量表的内部一致性信度为0.89,各分量表在0.79～0.88之间.探索性因素分析的结果显示该量表为6因子结构,所有的项目在对应维度上的载荷值均大于0.4.验证性因素分析的结果显示6因子测量模型与实际数据拟合较好.结论 情绪调节困难量表的信度和效度基本达到了心理测量学的要求,但仍需要进一步改进.     

What goes up can come down? A preliminary investigation of emotion reactivity and emotion recovery in bipolar disorder

Background

How is emotion disrupted in bipolar disorder? Two studies are presented that adopt a multi-method approach to investigate emotion reactivity and emotion recovery in bipolar I disorder.

Methods

Across both studies, individuals with inter-episode bipolar disorder and healthy controls were shown three emotion-eliciting films (neutral, happy, and sad) and experiential and physiological responses were measured. In Study 1, bipolar (BD; n = 23) and non-clinical control (NC; n = 24) participants' emotional reactivity during film clips was assessed. In Study 2, a separate sample of BD (n = 23) and NC (n = 25) participants' emotion recovery was assessed after the film clips were assessed.

Results

Results indicated that the BD group exhibited increased self-reported positive emotion and respiratory sinus arrhythmia across all films compared to the NC group. There were no group differences in emotion recovery.

Discussion

Taken together, these results suggest that bipolar disorder is associated with increased positive emotion reactivity, but not emotion recovery, across contexts.     

An effective training to increase accurate recognition of patient emotion cues

Objective

For healthcare providers, accurate perception of patients, particularly accurate recognition of patient emotions, is an ability associated with better patient care and more satisfied patients. Despite the importance of accurately recognizing patient cues for provider-patient communication, research on clinically relevant training programs is limited. The effectiveness of a multi-component training program designed to enhance emotion cue recognition ability was experimentally assessed.

Methods

The comprehensive training included raising awareness about the importance of emotion cues in healthcare interactions, providing instruction on increasing emotion cue recognition accuracy, and practicing emotion recognition while receiving feedback. Undergraduate participants were randomly assigned to one of five training conditions or an untrained control condition to experimentally test the efficacy of the comprehensive training and each training component.

Results

Participants were significantly more accurate on a standardized test of patient emotion cue recognition in the comprehensive condition, as compared to those participants in the control condition, with Practice with Feedback emerging as the most effective component.

Conclusions

Results suggest that a 30-min emotion recognition training intervention can significantly improve emotion recognition accuracy.

Practice implications

The results can be used to guide development and implementation of future research and programs aimed at increasing providers’ emotion recognition.     

Sensitivity to posed and genuine displays of happiness and sadness: A fMRI study

The ability to distinguish posed from genuine facial displays of emotion and to act accordingly is a fundamental social skill. To investigate the neural correlates underpinning this sensitivity, we compared changes in brain activity associated with judging posed and genuine facial displays of happiness and sadness using fMRI. Photographs of displays were presented to 7 right-handed females who judged whether the person was feeling the target emotion and made yes/no responses. Results showed activity increases during the observation of genuine compared to posed happy displays in the left medial superior frontal gyrus (BA 9) and the middle cingulate cortex bilaterally (BAs 24 and 31). The same comparison for sad displays showed increased activity in the left medial superior frontal gyrus (BA 8), and in the right middle and triangular inferior frontal gyri (both BA 46). Participants who exhibited higher sensitivity to sad displays showed larger activity difference in the left medial superior frontal gyrus (BA 8). The present study provides evidence of differential neural activity when judging posed versus genuine facial displays of emotions. Further research is required to elucidate how this might impact social affective neuroscience and in what ways genuine facial displays can enhance our understanding of emotion perception.     

Different time course of emotion regulation towards odors and pictures: Are odors more potent than pictures?

The present study assessed emotion regulation in response to chemosensory and visual stimuli. Using cognitive reappraisal, 40 female participants regulated their emotions in response to disgusting pictures and odors, while the startle reflex was elicited and emotion ratings were assessed. Participants reported feeling less negative, and less aroused, while down-regulating their emotions towards both odors and pictures. Although being rated as equally negative and arousing, odor presentations were accompanied by larger startle responses than picture presentations. Furthermore, as compared to pictures emotion regulation towards odors followed a strikingly different time course suggesting less effective emotion regulation in response to disgusting odors. Questionnaire data show that differences between emotion regulation outcome towards odors was not attributable to different regulation strategies used. Thus, the current data suggest a unique role of olfaction in emotion perception, and show that cognitive emotion regulation - although being generally effective - may also be limited.