文献类型：期刊文献

中文题名：大学生认知情绪调节策略特征及其教育启示

英文题名：Characteristics of college students’cognitive emotion regulation strategies and its pedagogical implications

作者：黄大庆[1]

第一作者：黄大庆

机构：[1]北京联合大学心理素质教育中心,100101

第一机构：北京联合大学学生工作部（武装部）心理素质教育中心

年份：2020

卷号：41

期号：7

起止页码：1151-1154

中文期刊名：中华流行病学杂志

外文期刊名：Chinese Journal of Epidemiology

收录：CSTPCD;;Scopus;北大核心:【北大核心2017】；CSCD:【CSCD2019_2020】；PubMed;

语种：中文

中文关键词：情绪调节;认知策略;大学生

外文关键词：Emotion regulation;Cognitive strategies;College student

摘要：目的调研大学生在遭遇负性生活事件时所使用的情绪调节认知策略特征。方法以472名"00后"大学生及343名非"00后"大学毕业生为研究对象,运用认知情绪调节问卷进行对比分析。结果在面对消极事件时,"00后"大学生比非"00后"大学生更多采用积极重新关注、换角度思考、自我责难、沉思、灾难化、责难他人的策略,差异有统计学意义(P<0.05)。在策略的运用上存在性别差异,男生比女生更多使用责难他人、灾难化的策略,女生比男生更多使用积极重评策略,差异有统计学意义(P<0.05)。结论在情绪调节认知策略的使用上,"00后"大学生与非"00后"大学生存在明显的差异,可以依据其年龄特点制定有针对性的教育方案。
Objective To understand the cognitive emotion regulation strategies of college students after suffering from negative events in the life.Methods The Cognitive Emotion Regulation Questionnaire was used for a survey in 472 college students born after 2000 and 343 college students born before 2000.Results In the face of negative events,the college students born after 2000 usually adopted the strategies of positive appraisal,thinking differently,self-blame,rumination,catastrophizing,complaining others,the difference was significant(P<0.05).There was a gender specific difference in the use of the cognitive emotion regulation strategies,boys were more likely to choose complaining others and catastrophizing than girls,girls were more likely to have positive appraisal than boys,the difference was significant(P<0.05).Conclusion In the use of the cognitive emotion regulationstrategies,there are obvious differences between college students born after 2000 and college students born before 2000.Age characteristics of the college students must be taken into account in the development of education programs.