| 其他摘要 | In the context of Emerging adulthood, college students are experiencing a series of pressures and challenges and facing uncertainty in various fife choices. Some college students feel confused and confused in setbacks and failures, and their mental state is seriously affected. Improving resilience of college students is an important part of improving their mental health and guiding them to achieve all-round development and self-growth.
From the perspective of positive psychology, based on the developmental characteristics and resilience characteristics of college students in the emerging adult stage, guided by the integrated systematic resilience theory, this paper explores the influencing mechanism of childhood trauma and resilience, and understands the influence and significance of childhood trauma experience on resilience from the perspective of dynamic development system. It aims to enhance the resilience of college students, provide intervention and guidance for improving the mental health level of college students, enhance the feasibility and effectiveness of resilience intervention, and also provide a basis for future research and intervention program development.
In this study, a convenient sampling method was adopted to randomly collect 1468 college students from Beijing, Guangzhou, Sichuan, Tianjin, Jilin and other colleges and universities through the questionnaire star. The study tools were simplified Resilience Scale, childhood trauma Scale, Event-related rumination scale and core self-evaluation scale. Through correlation analysis, path analysis and mediation effect Bootstrap test, we explored the multiple mechanisms of different types of rumination and core self-evaluation on the relationship between childhood trauma and resilience.
It is found that childhood trauma is common in college students. Childhood trauma has a direct negative effect on psychological resilience. Childhood trauma has an indirect negative effect on resilience through deliberate rumination and core self-evaluation. Meanwhile, childhood trauma negatively predicted resilience through core self-evaluation by intrusive rumination and deliberate rumination, respectively. Therefore, the group should pay enough attention to college students' childhood traumatic experience in crisis identification, assessment and intervention, and provide necessary support in time.
In addition, it is found that childhood trauma can positively predict resilience through intrusive rumination, and can also positively predict resilience through intrusive rumination, deliberate rumination followed by core self-evaluation. A multi-mediating model of childhood trauma, intrusive rumination, deliberate rumination, core self-evaluation and resilience is constructed. The study also found that childhood trauma can positively predict intrusive rumination, negatively predict deliberate rumination and core self-evaluation. This means that college students with childhood traumatic experiences need to pay more attention and care, and it is particularly necessary to strengthen the training of resilience expand the perspective of thinking, improve poor cognition, enhance self-value, and find growth strength from traumatic experiences or adversity.
In conclusion, guided by the theory of psychological resilience, this study focuses on the opportunities for change and advantageous resources in the developmental stage of college students, and explores the mechanism of
transformation and enhancement between cognitive processes and personality characteristics of childhood trauma and resilience. In the practice of prevention and intervention of resilience, we should attach importance to crisis identification, provide timely support, and more importantly, we should see the inner growth of students, guide and stimulate students' subjectivity and dominance. |
修改评论