作　　者： ;

机构地区： 广州中医药大学

出　　处： 《中国心理卫生杂志》 2013年第1期64-68,共5页

摘　　要： 目的：探究聋哑生的情绪调节自我效能感的特点及与应对方式的关系，为制订聋哑青少年心理健康教育、个性化教育计划并实施方案提供有价值的依据。方法：选取广东省两所特殊学校聋哑生共105名，根据经济和地域因素抽取两所普通学校学生104名作为对照组，用情绪调节自我效能感量表（RESE）和中学生应对方式量表（CSSMSS）进行调查。结果：聋哑生RESE的3个维度得分及CSSMSS的问题解决、寻求支持、合理解释和忍耐因子得分均低于普通生[如，问题解决（3．5±0．9）VS．（3．9±0．9），均P〈0．05]，而CSSMSS的幻想／否认因子得分高于普通生[（2．4±0．5）VS．（2．3±0．6），P〈0．05]。聋哑生RESE的表达积极情绪自我效能感与问题解决、寻求支持和忍耐正相关（β=0．24、0．37、0．22；均P〈0．05），调节痛苦情绪自我效能感与合理解释和幻想／否认正相关（β=0．28、0．21，均P〈0．05），调节愤怒情绪自我效能感与问题解决、寻求支持、忍耐和发泄情绪正相关（β=0．29、0．23、0．34、0．30，P〈0．05）。结论：聋哑初中生的情绪调节自我效能低于普通初中生，问题解决、寻求支持、合理解释和忍耐的使用少于普通初中生，但幻想／否认的使用多于普通初中生；聋哑初中生的情绪调节自我效能感越高其应对效果越积极。 Objective： To explore the relationship between regulatory emotional self-efficacy （RESE） and coping style in deaf-mute students, and to provide basis for deaf-mute students mental health education as well as individualized education. Methods： Totally 105 deaf-mute students from two special schools and 104 students from two ordinary middle schools were selected. They were assessed with the Regulatory Emotional Self-Efficacy （RESE） and Coping Style Scale for Middle School Students （CSSMSS）. Results： Compared with the ordinary middle school students, the deaf-mute students scored lower in three dimensions of RESE and problem solving, support seeking, rationalized explanation and patience of CSSMSS [ e. g., problem solving, （3.5 ± 0. 9） vs. （3.9 ±0. 9）, Ps 〈0. 05], but higher in fantasy/repudiation of CSSMSS [（2. 4±0. 5） vs. （2. 3 ±0. 6）, P 〈0. 05]. In the deaf-mute students, the scores of self-efficacy in expressing positive emotion of RESE were positively correlated with the scores of problem solving, support seeking and patience （β = 0. 24, 0. 37, 0. 22; P 〈 0. 05）. The scores of self-effica- cy in managing distress were positively correlated with the scores of rationalize explanation and fantasy/repudiation （β = 0. 28, 0. 21; P 〈 0. 05）. The scores of self-efficacy in managing anger were positively correlated with the scores of problem solving, seeking support, patience and abreaction （β= 0. 29, 0. 23, 0. 34, 0. 30; P 〈 0. 05）. Conclusion： It suggests that the deaf-mute middle school students may have lower regulatory emotional self-efficacy and be in- clined to use less problem solving, seeking support, rationalize explanation and patience coping styles, but more coping styles in fantasy/repudiation. The higher the regulatory emotional self-efficacy is, the more positive the coping effects are.

关 键 词： 聋哑生 情绪调节自我效能感 应对方式 横断面研究

分 类 号： [B844.2 B842.6]

领　　域： [] []