强迫症状大学生元认知及其与反刍思维的关系

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	强迫症状大学生元认知及其与反刍思维的关系
其他题名	Metacognition in college students with obsessive-compulsive symptoms and their relationship to rumination
	姜微
导师	史占彪
	2024-06
摘要	强迫症是一种严重损害的疾病，不仅会伴发一系列的合并症，还会导致残疾甚至死亡。随着社会的发展和进步，大学生群体中强迫症的发生率越来越大，尽管一些大学生尚未被诊断为临床意义上的强迫症，但也表现出了各种各样，不同程度的强迫症状。元认知作为一种重要的心理障碍的发展和维持因素，元认知功能和元认知信念都与强迫症状的出现，加剧或复发相关。此外，作为持续关注负性情绪的消极认知的反刍思维，在无强迫症状大学生和伴发严重强迫症状大学生中与元认知的关系也尚无研究探讨。尽管人们对强迫症状和相关致病因素的认识不断提高，但这种疾病仍未得到充分诊断和治疗。为了缓解大学生的强迫症状，为其心理健康提供帮助，本研究使用方差分析，回归分析，网络分析等方法，通过横断调查系统地分析比较伴发严重强迫症状大学生和无强迫症状大学生的元认知水平，并探索其与反刍思维的关系网络。为了缓解大学生的强迫症状，为其心理健康提供帮助，本研究通过横断调查，系统地探究伴发严重强迫症状大学生和无强迫症状大学生的元认知水平，并采用网络分析的方法，探索其与反刍思维的关系网络研究一的目的是了解强迫症状大学生和无强迫症状大学生认知功能和认知信念的差异。被试来自于某师范学院 4423 名大学生，经过强迫症症状分类量表 (The Obsessive-Compulsive Inventory-Revised ，OCI-R)的筛选划分强迫症状大学生组(1758)和无强迫症状大学生组(2665)。元认知功能采用权变关系任务 (Contingency Degradation Task，CDT)测量，该任务中共包括强迫症状大学生 33 人和无强迫症状大学生 35 人。元认知信念采用元认知问卷(The Meta-cognitions Questionnaire，MCQ-30)测量，该问卷测量共包括强迫症状大学生组 1758 人和无强迫症状大学生 2665 人。结果显示，两组大学生的元认知功能存在差异，尤其体现在元认知控制功能方面，并且强迫症状大学生组较无强迫症状大学生组表现出明显的习惯化行为倾向。此外，两组大学生的所有元认知信念维度均存在差异，相较于无强迫症状大学生组，强迫症状大学生组存在显著的适应不良的元认知信念。研究二通过横断设计对比强迫症状大学生(1758)和无强迫症状大学生(2665) 的反刍思维，进而探究在大学生中元认知与反刍思维的关系，元认知问卷(The Meta-cognitions Questionnaire，MCQ-30)评估元认知信念，反刍思维量表(The Ruminative Response Scale，RRS)评估反刍思维严重程度。结果表明相较于无强迫症状大学生组，强迫症状大学生组存在显著的反刍思维倾向。此外，元认知信念中控制想法的需要与所有强迫症状均存在显著正相关，也是所有强迫症状的危险因素。然而，在反刍思维中，强迫思维这一强迫症状与反刍思维的所有维度呈现显著正相关，但未有一种反刍思维维度被纳入强迫症状的危险因素考虑。研究三使用网络分析的方法，探究并对比强迫症状大学生组(1758)和无强迫症状大学生组(2665)元认知与反刍思维之间的网络结构。网络分析结果显示，无论强迫症状大学生组还是无强迫症状大学生组，大部分元认知维度与反刍维度的联结均为正向联结，元认知“担忧的无法掌控/危险”与反刍“症状反刍”为两者之间最强的正向联结，反刍中的“症状反刍”也被发现存在最大的节点强度中心性。NCT 分析结果显示，强迫症状大学生组和无强迫症状大学生组元认知与反刍思维之间的网络结构差异不显著，但两组网络结构之间仍存在部分不同。综上，本研究探讨了强迫症状大学生和无强迫症状大学生元认知与反刍思维情况的差异，分析了元认知与反刍思维对强迫症状的影响，同时对比了在强迫症状大学生和无强迫症状大学生中强迫症状，元认知与反刍思维之间的网络结构。因此，本研究在梳理强迫症状，元认知与反刍思维之间的关系，在揭示强迫症状，元认知与反刍思维之间影响与发展的途径方面有一定的理论价值，这也为今后对特定强迫症状进行针对性干预提供了一定的实践指导意义。
其他摘要	Obsessive-compulsive disorder (OCD) is a seriously damaging disease that is not only accompanied by a series of comorbidities but also leads to disability and even death. With the development and progress of society, the incidence of OCD is increasing in the college student population, although some college students have not yet been diagnosed with OCD in the clinical sense, they exhibit a wide variety of obsessive-compulsive symptoms (OCS) of varying degrees. Metacognition serves as an important factor in the development and maintenance of psychological disorders, metacognitive functioning and metacognitive beliefs are associated with the emergence, exacerbation, or recurrence of OCS. In addition, rumination, which is a negative cognition that persists in focusing on negative emotions, has yet to be explored by research in relation to metacognition in both college students with and without OCS. Despite increasing awareness of OCS and related causative factors, the disorder remains underdiagnosed and undertreated. In order to alleviate college students' OCS and provide assistance for their mental health, this study systematically explored the metacognitive levels of college students with OCS and those of college students without OCS through cross-sectional surveys, and used a network analysis to explore the network of its relationship with rumination. The purpose of Study 1 was to investigate the differences in cognitive functions and cognitive beliefs between college students with and without OCS. The subjects came from 4423 college students of the Normal College, and were divided into the group of college students with OCS (1758) and the group of college students without OCS (2665) through the screening of the Obsessive-Compulsive Inventory-Revised (OCI-R) scale. Metacognitive functions were measured by the Contingency Degradation Task (CDT), and this task included 33 college students with OCS and 35 college students without OCS. The metacognitive beliefs were measured by the Metacognitions Questionnaire (MCQ-30), and this questionnaire measures included 1758 college students with OCS and 2665 college students without OCS. The results showed that there were differences in metacognitive function between the two groups, especially in metacognitive control functioning, and that the college students with OCS (the OCS group) showed a significant tendency to habitual behaviors compared with college students without OCS (the non-OCS group). In addition, all metacognitive belief dimensions differed between the two groups, and the OCS group had significant maladaptive metacognitive beliefs compared to the non-OCS group. Study 2 compared rumination between the OCS group (1758) and the non-OCS group (2665) in a cross-sectional design and further explored the relationship between metacognitive beliefs and rumination among college students. The Meta-cognitions Questionnaire (MCQ-30) assessing metacognitive beliefs and the Ruminative Response Scale (RRS) assessing the severity of rumination. The results indicated a significant tendency to rumination in the OCS group compared to the non-OCS group. In addition, the need to control thoughts in metacognitive beliefs was significantly positively associated with all OCS and was a risk factor for all OCS. However, in rumination, the OCS of obsessing was significantly positively associated with all dimensions of rumination, but none of the dimensions of rumination was considered as a risk factor for OCS. Study 3 used the network analysis to compare the network structure between metacognition, and rumination in the OCS group (1758) and the non-OCS group (2665). The results of the network analysis showed that most of the associations between the metacognitive and rumination dimensions were positive in both the OCS group and the non-OCS group. The strongest positive associations between the metacognitive "Negative Beliefs about Uncontrollability and Danger of Worry" and the rumination "Symptom Rumination", with " Symptom Rumination" in rumination also found to have the highest node strength centrality. The results of the NCT analysis showed that the differences in metacognition and rumination network structures between the OCS group and the non-OCS group were not significant, but there were still some subtle differences between the network structures of the two groups. In summary, this study explored the differences between the metacognition and rumination of the OCS group and the non-OCS group, analyzed the influence of metacognition and rumination on OCS, and also compared the network structure among OCS, metacognition, and rumination in the OCS group and the non-OCS group. Therefore, this study had some theoretical value in sorting out the relationship between OCS, metacognition, and rumination, and in revealing the pathways of influence and development between OCS, metacognition, and rumination, which also provides some practical guidance for future targeted interventions for specific OCS.
关键词	强迫症状元认知反刍思维网络分析
学位类型	硕士
语种	中文
学位名称	应用心理硕士
学位专业	应用心理
学位授予单位	中国科学院大学
学位授予地点	中国科学院心理研究所
文献类型	学位论文
条目标识符	http://ir.psych.ac.cn/handle/311026/48135
专题	应用研究版块
推荐引用方式 GB/T 7714	姜微. 强迫症状大学生元认知及其与反刍思维的关系[D]. 中国科学院心理研究所. 中国科学院大学,2024.

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