高中生抑郁情绪和认知重构反应性的关系探讨
文献类型：学位论文
| 作者 | 王芳 |
| 答辩日期 | 2021-01 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院心理研究所 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 张文彩 |
| 关键词 | 抑郁 认知重构 微咨询对话 顿悟性 积极情绪性 |
| 学位名称 | 理学硕士（同等学力硕士） |
| 学位专业 | 健康心理学 |
| 其他题名 | A Exploration on the Relationship between Depression and Reactivity of Cognitive Restructuring in High School Students |
| 中文摘要 | Depression is the main negative emotion of middle school students, which seriously affects the development of their study, life and interpersonal skills. It is found that cognitive emotion regulation strategies play a significant role in negative life events and depression, and the overuseness of non adaptive regulatory strategies plays a more important role in psychopathology such as depression. Therefore, some researchers suggest that the occurrence of depression may be related to the insufficient use of adaptive cognitive emotion regulation strategies. Cognitive behavioral therapy (CBT) emphasizes that cognitive restructuring of cognitive distortions is an important step to alleviate depression. Cognitive restructuring is a process of identifying and correcting maladjusted cognitive distortions, and eventually forming alternative adaptive cognition. Previous studies using the Cognitive Emotion Regulation Questionnaire have initially found that the emotional regulation defects of depressed individuals are related to the overuse of maladjusted cognitive strategies and the insufficient use of adaptive cognitive strategies. However, few studies have explored the following questions: “do depressed individuals have cognitive restructuring reaction defects in CBT” and “are they consistent with the measurement results of cognitive emotional strategies?”.The present study aimed to observe whether senior high school students with depression have deficits of cognitive restructuring by using Cognitive Emotion Regulation Questionnaire (CERQ) and micro-counseling dialogues task. June 2018 a random sample of 360 senior two students from a key high school and an ordinary high school in Henan Province, Patient/Health(depression) questionnaire (PHQ-9) was used to screened out the depressed group (52 students) and the normal group (55 students). Then they were asked to complete the micro-counseling dialogues task, true question with metaphor solution, true question with non-metaphor solution and pseudo question with metaphor solution.This study consists of two studies, 360 senior two students from a key high school and an ordinary high school in Henan Province were randomly selected. 180 students were selected from key high school and ordinary high school respectively, and 90 boys and girls from each high school. study 1 investigated the depression degree of senior two students in the two weeks before the examination and the using characteristics of cognitive restructuring of senior two students with different depression levels by using PHQ-9 questionnaire and the concise version of CERQ 18, so as to provide behavioral patterns and basis for the reactive defects in subsequent cognitive restructuring tasks. A total of 360 questionnaires were collected, of which 348 were valid. In the second study, According to the survey results of study 1, the subjects with the score of the top 15% and the score of the patient / Health (depression) questionnaire PHQ-9 > 11 were included in the depression group; the subjects with the score of the last 15% and the score of PHQ-9 < 4 were included in the normal group, including 52 in the depression group and 55 in the normal group. The depression group and the normal group completed the task of text micro-counseling dialogues cognitive restructuring respectively, and to explore whether there are defects in the responsiveness of cognitive restructuring task between the depression group and the normal group. The measurement tools included patient / Health (depression) questionnaire (PHQ-9), Cognitive Emotion Regulation Questionnaire (CERQ) and the text micro-counseling dialogues cognitive restructuring task. The results of study 1 show that there are no significant differences in the degree of depression and the total scores of each adaptive dimension of cognitive emotion regulation and the total score of adaptability dimension, but there is a significant negative correlation between the degree of depression and the total score of cognitive reappraisal, planning and adaptability of cognitive emotion regulation. In the second study, we found that there were significant differences in the total scores of positive reappraisal, planning and adaptability between the depression group and the normal group, but there was no significant difference in the positive refocusing dimension, suggesting that individuals in the depression group may have defects in the use of adaptive cognitive emotion regulation strategies. When using text micro counseling cognitive restructuring task, the main effect of group on emotional positivity, novelty and usefulness was significant, while that of depression group was significantly lower than that of normal group. The main effect of task type on emotional positivity, insight, novelty and usefulness was significant, that is, true question metaphor condition was significantly higher than pseudo question with metaphor condition in emotional positivity; the interaction between the two was significant under the condition of true question-metaphor and true question-non metaphor, the depression group was significantly higher than the normal group.In conclusion, the scores of positive reappraisal and planning dimensions in the depression group were significantly lower than those in the normal group, and the scores of emotional positivity, novelty and usefulness in the three types of tasks were significantly lower than those in the normal group, indicating that the cognitive restructuring defects of depressed individuals are not only manifested in the characteristics of cognitive restructuring, but also in the responsiveness of cognitive restructuring tasks. |
| 英文摘要 | 抑郁情绪是中学生的主要负面情绪，严重影响了中学生的学习、生活以及人际交往能力的发展。研究发现认知情绪调节策略在负性生活事件和抑郁情绪中有显著的调节作用，其中非适应性调节策略的过度使用在抑郁等精神病理学中扮演着更为重要的角色。因此，有研究者提出，抑郁的发生可能与适应性的认知情绪调控策略使用不足有关。认知行为治疗（CBT）强调对认知歪曲的认知重构过程是缓解抑郁的重要步骤，提出认知重构是识别适应不良的认知歪曲并修正它们的过程，最终形成可替代的适应性认知。以往使用认知情绪调节问卷测量的研究已初步发现抑郁个体的情绪调节缺陷与适应不良认知策略过度使用和适应性认知策略使用不足有关，但目前鲜有研究去探讨以下问题“抑郁个体是否存在CBT中的认知重构反应不足”与“是否与认知情绪策略的测量结果具有一致性”。本论文采用认知情绪调节问卷(CERQ)和微咨询对话任务来观察抑郁高中生是否存在认知重构不足。2018年6月随机抽取河南省某重点高中和普通高中360名高二学生作为研究对象，使用抑郁问卷PHQ-9选出抑郁组52人和正常组55人来完成微咨询对话任务去测量认知重构任务反应性。本研究包含两项研究，研究一随机选取来自河南某重点高中和普通高中的360名高二学生，其中重点高中、普通高中各取180名，每所高中的男生、女生各90名，通过PHQ-9问卷和CERQ18题简明版调查高二学生在考前两周的抑郁程度，及不同抑郁程度的高二学生的认知重构使用特点，为后续的认知重构任务反应性研究提供抑郁和认知重构关系调查依据。共收取360人问卷，其中有效问卷348份。研究二根据研究一问卷调查结果，将分数位于前15%、病人/健康（抑郁）问卷(PHQ-9)得分>11分的被试被纳入到抑郁组；分数位于后15%、PHQ-9得分<4分的被试被纳入到正常组，其中抑郁组52人，正常组55人，抑郁组和正常组分别完成文本微咨询对话认知重构任务。探讨高二学生抑郁组与正常组相比，在认知重构任务反应性上是否存在不足。测量工具包括病人/健康（抑郁）问卷(PHQ-9)、认知情绪调节问卷(CERQ)、文本微咨询对话认知重构任务。研究一结果表明，在学校和性别上，抑郁程度和认知情绪调节的各个适应性维度及其适应性维度总分不存在显著差异，但抑郁程度和认知情绪调节的认知重评、计划和适应性维度总分存在显著负相关。研究二分析发现，抑郁组在积极重评、计划和适应性维度总分上显著低于正常组，在积极重新聚焦维度上比较，差异无统计学意义，提示抑郁组个体可能存在适应性认知情绪调节策略使用上的不足。当使用文本微咨询认知重构任务时，组别在情绪积极性、新颖性、有用性上主效应显著，抑郁组显著低于正常组，任务类型在情绪积极性、顿悟性、新颖性、有用性上主效应显著，即在情绪积极性上真问题-隐喻条件显著高于假问题-隐喻条件；二者的交互作用显著，在真问题-隐喻和真问题-非隐喻条件下的情绪积极性上抑郁组显著高于正常组。综上，抑郁组在CERQ的积极重评、计划维度上得分显著低于正常组，在三类任务上的情绪积极性、新颖性和有用性评分显著低于正常组，表明抑郁个体的认知重构不足既表现在认知重构特征上，也表现在认知重构任务反应性上。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/41602]  |
| 专题 | 心理研究所_健康与遗传心理学研究室 |
| 推荐引用方式 GB/T 7714 | 王芳. 高中生抑郁情绪和认知重构反应性的关系探讨[D]. 中国科学院心理研究所. 中国科学院心理研究所. 2021. |
入库方式： OAI收割
来源：心理研究所
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