西亚留学生与中国新疆大学生认知情绪调节问卷的对比分析

背景：认知情绪调节方式（CERQ）是个体处理应激性生活事件所采取的认知情绪管理方式。个体间采取的CERQ方式存在差异，本研究对我校大学生及留学生的CERQ、抑郁状况进行调查分析，以便对个体进行心理干预时提供指导依据。目的：研究留学生与中国学生使用认知情绪调节方式的情况及对照分析。方法：对255名大二、大三的留学生（男生171人，女生84人）及262名中国大二、大三的学生（男生124人，女生138人）进行CERQ、ASLEC、SDS问卷调查。结果使用SPSS16.0进行分析。结果：留学生较中国学生更经常地使用“积极重新关注”和“重新关注计划”及“灾难化”等认知调节方式。以抑郁为应变量的回归方程中，在留学生中，对抑郁有贡献的是“责难自己”和“灾难化”，与之负相关的则是“接受”；中国学生中，对抑郁有贡献的是生活事件评分和“灾难化”，与抑郁情绪呈负相关的则是“积极重新评价”。结论：在不同种族的学生中，均显示积极的应对方式与抑郁负相关，可以预防抑郁的发生，而消极的应对方式与抑郁正相关。对学生进行心理干预时鼓励其使用适应性应对方式，后者是预防抑郁的一种有效的认知行为调节方式。

Comparaitve analysis of results from a cogniitve emoiton regulaiton quesitonnaire between internaitonal students from West Asia and Xinjiang college students in China

Background: The Cognitive Emotion Regulation Questionnaire (CERQ) is a cognitive and emotional tool measuring how individuals deal with stressful life events. However differences exist in the results of CERQ among individuals. Objecitve: This study was conducted to invesitgate the CERQ results and depressive symptoms of students at our university (both local and internaitonal students) in order to provide further guidance for psychological intervenitons. Methods: 255 sophomore and junior internaitonal students (171 male and 84 female) and 262 sophomore and junior Chinese students (124 male and 138 female) were investigated using CERQ, ASLEC and SDS quesitonnaires. Results were analyzed using SPSS 16.0. Result: Compared to Chinese students, internaitonal students more otfen used cogniitve adjustment methods such as “posiitve refocusing”,“re-focus on planning” and “catastrophizing”. In regression equaitons where depression symptoms were used as the dependent variable, “self-blaming” and “catastrophizing”posiitvely contributed to depression symptoms in internaitonal students, while“acceptance” was negaitvely correlated with depression symptoms.In Chinese students, “life events score” and “catastrophizing”were positively correlated withdepression symptoms, while “positive re-evaluating” was negatively correlated with depression symptoms. Conclusion: Among students of different races, positive coping methods were negatively correlated with depression symptoms and could possibly prevent the occurrence of depression, while negative coping methods were posiitvely correlated with depression.Encouraging students to use adapitve coping methods during psychological intervention is an effective way to adjust cognitions and behavior for depression preveniton.