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目的分析认知情绪调节策略在应激生活事件与大学生自杀意念之间的作用,为高校开展心理健康辅导与健康教育提供依据。方法应用自杀风险问卷、中文简化版认知情绪调节问卷和青少年生活事件量表,对从浙江省6所高校随机抽取的2 326名大学生进行测量。结果关注计划、积极重评、灾难化和责备他人4种认知情绪调节策略在应激生活事件与大学生自杀意念之间既有中介作用,又有调节作用;自我责备、接受和视角转换3种策略则主要通过对应激生活事件的调节作用而影响大学生自杀意念。关注计划、积极重评、接受和视角转换策略可以缓冲应激生活事件对大学生自杀意念的影响,而灾难化、责备他人和自我责备则会增强应激生活事件对大学生自杀意念的影响。结论认知情绪调节策略对应激生活事件与大学生自杀意念之间的关系有重要影响。不同的认知情绪调节策略在其中所起的作用并不完全相同。
Objective To analyze the role of cognitive emotion regulation in the stressful life events and college students’ suicidal ideation, and provide the basis for psychological counseling and health education in colleges and universities. Methods A total of 2 326 college students randomly selected from 6 universities in Zhejiang Province were measured using the suicide risk questionnaire, simplified Chinese version of cognitive emotion adjustment questionnaire and adolescent life event scale. Results Concerned about the plan, positive reassessment, disastrousness and blame others 4 kinds of cognitive emotion regulation strategy in mediation between stressful life events and college students suicidal ideation, but also regulate; self-blame, acceptance and perspective conversion The strategy mainly affects the undergraduates’ suicidal ideation by adjusting the stressful life events. Attention planning, positive reassessment, acceptance and perspective conversion strategies can buffer the impact of stressful life events on college students ’suicidal ideation. Disastering, blaming others and self-blame can enhance the impact of stressful life events on college students’ suicidal ideation. Conclusion Cognitive emotion regulation has an important influence on the relationship between stressful life events and college students’ suicidal ideation. The role of different cognitive emotion regulation strategies in them is not exactly the same.