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大学生情绪智力及其对孤独感的影响
其他题名Emotional Intelligengce and its’ Influence on Loneliness of College Students
吴菲
学位类型同等学力硕士
导师韩布新
2012
学位授予单位中国科学院研究生院
学位授予地点北京
学位专业心理学
关键词情绪智力 认知性情绪调节 孤独感
摘要目的:大学生作为未来社会的中坚力量,其人际适应能力的培养和发展是一个值得重视的问题。本研究旨在了解大学生的人际适应状况及其预测因素。 方法:采用王晓娟(2005)编制的《大学生情绪智力问卷》、董光恒(2008)修订的中文版《认知情绪调节问卷CERQ-short》和Russell(1998)编制的《UCLA孤独量表》(第三版),调查分析了清华大学和北京航空航天大学327名在校学生的情绪智力、面对负性事件时的特殊应对方式和人际相关体验等方面的状况,以及三者之间的关系,同时将调查结果与北京建筑工程学院的213名学生和与以往的类似研究进行了比较。 结果: (1)名校大学生总体认知智力较高而情绪智力较低,其情绪智力分数分布范围较广。在情绪智力的“自我体验”和“他人体验”因素上,男生好于女生;在“自我体验”、“认识情绪”、 “觉察”、 “他人体验”和“他人预见”得分上,高年级好于低年级学生;在“认识情绪”、 “自我体验”、“自我表达”、“觉察”和“评价与表达”因素上,理科生高于文科生;在“自我表达”、“觉察”、 “他人体验” 和“评价与表达” 因素上,来自大中城市的学生低于来自县城和农村的学生。 (2)名校大学生在面对负性生活事件时,女生比男生较多使用“积极重新评价”这一认知性情绪调节策略;低年级比高年级学生较多使用“积极重新关注”、“重新关注计划”、“积极重新评价”、“理性分析”、“自我责难”和“沉思”的策略;文科生比理科生较多使用“积极重新关注”和“理性分析”策略;来自城市的学生比来自农村的学生较多使用“沉思”策略。 (3)情绪智力的两个纬度与认知性情绪调节的积极策略呈负相关、与孤独感呈正相关;认知性情绪调节的积极策略与孤独感呈负相关;认知性情绪调节的积极策略在情绪智力和孤独感的之间存在中介作用。 结论:名校大学生情绪智力较低,其情绪智力与认知性情绪调节的积极策略呈负相关,与孤独感呈正相关;在情绪智力的一些因素和情绪调节的某些认知性策略上表现出性别、文理科别、年级和生源地间的差异。
其他摘要As college students will become the backbone of society, it is crucial to study the cultivation and development of their interpersonal adaptability. To understand the status quo and factors of influence, the study adopts the Emotional Intelligence Questionnaire, the simplified Cognitive Emotion Regulation Questionnaire (CERQ) and UCLA Loneliness Scale and investigates 327 students from Tsinghua University and Beijing University of Aeronautics and Astronautics (i.e. Beihang University) in terms of emotional intelligence, cognitive emotion regulation strategies, loneliness and their relationship. The findings are: (1) Students of top universities score high in cognitive intelligence but low in emotional intelligence, with wide distribution of emotional intelligence scores. On some factors of emotional intelligence, senior students score better than junior counterparts; students from large and medium-sized cities rank lower than those from counties and rural areas; boys score higher than girls; science majors rank higher than art majors. (2) In the face of negative life events, students of top universities show differences in the scores of some of the nine cognitive emotion regulation strategies based on gender, major, grade, and hometown. (3) The two dimensions of emotional intelligence are negatively correlated with positive cognitive emotion regulation strategies and positively correlated with loneliness; positive cognitive emotion regulation strategies are negatively correlated with loneliness; there exists mediating effect in positive cognitive emotion regulation strategies between emotional intelligence and loneliness. The main conclusions are: (1) Emotional intelligence of students of top universities is relatively low, as excellence in academic performance leads to the sense of superiority and self-centered inclination, therefore restricting introspection and sympathy towards others; (2) Emotional intelligence and positive cognitive emotion regulation strategies among the subjects are negatively correlated because the two questionnaire focus on perceptual and rational characteristics respectively; (3) Emotional intelligence and loneliness are positively correlated because the evaluation of loneliness depends on the sensitiveness to loneliness rather than the status of being alone, while the emotional intelligence scale adopted in the current study focuses on the subjects’ ability to evaluate their own mental state.
学科领域医学心理学
语种中文
文献类型学位论文
条目标识符http://ir.psych.ac.cn/handle/311026/20673
专题健康与遗传心理学研究室
作者单位中国科学院心理研究所
推荐引用方式
GB/T 7714
吴菲. 大学生情绪智力及其对孤独感的影响[D]. 北京. 中国科学院研究生院,2012.
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