大学生童年创伤与心理韧性的影响关系一一反自思维与核心自我评价的多重中介作用
文献类型：学位论文
| 作者 | 郑馥兰 |
| 答辩日期 | 2023-06 |
| 文献子类 | 继续教育硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 张雨青 |
| 关键词 | 童年创伤 反当思维 核心自我评价 心理韧性 大学生 |
| 学位名称 | 理学硕士 |
| 学位专业 | 健康心理学 |
| 其他题名 | Relationship between childhood trauma and resilience in college students ---The multiple mediating roles of rumination and core self-evaluation |
| 中文摘要 | 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. |
| 英文摘要 | 在当今时代背景下，大学生处在成人初显期阶段(Emerging adulthood，经历着一系列的压力和挑战，在各种人生选择中面临着不确定性，部分大学生在挫折、失败中感到混乱和迷茫，心理状态受到严重影响。提升大学生心理韧性，是改善大学生心理健康状况，引导他们实现全面发展和自我成长的重要内容。 本文从积极心理学视角，立足于处于成人初显期大学生的阶段发展特点和心理韧性特征，以整合式系统心理韧性理论为指导，探索童年创伤与心理韧性的影响机制，从动态发展的系统视角理解童年创伤经历对心理韧性的影响和意义。旨在增强大学生心理韧性，为改善大学生心理健康水平提供干预和指导，提升心理韧性干预的可行性和有效性，也为未来的研究和干预方案的开发提供基础。 采用方便取样的方法，通过问卷星，从北京、广州、四川、天津、吉林等多所高校随机收集1468名大学生的调查问卷。研究工具采用心理韧性简化量表、童年创伤量表、事件相关反当思维量表和核心自我评价量表。通过相关分析、路径分析和中介效应Bootstrap检验，探索不同类型的反当思维和核心自我评价在童年期创伤与心理韧性之间的多重影响机制。 研究发现，童年创伤在大学生群体具有一定的普遍性。童年创伤对心理韧性具有直接的负向影响。童年创伤通过主动反当和核心自我评价对心理韧性具有间接负向作用。同时，童年创伤分别经侵入性反当与主动反当通过核心自我评价负向预测心理韧性。因此，大学生童年创伤经历在危机识别、评估和干预中要给予足够的重视，及时提供必要的支持。 另外，研究发现童年创伤可以通过侵入性反当经主动反当正向预测心理韧性，也可以通过侵入性反当经主动反当再经核心自我评价正向预测心理韧性，构建了童年创伤、侵入性反当、主动反当、核心自我评价和心理韧性的多重中介模型。研究同时发现，童年创伤可以正向预测侵入性反当、负向预测主动反当和核心自我评价。这意味着有童年创伤经历的大学生需要给予更多关注和关爱，加强这类大学生心理韧性培养，拓展思维视角、改善不良认知、提升自我价值、从创伤经历或逆境中发现成长力量等尤为必要。 综上所述，本文以心理韧性理论为指导，聚焦大学生所处发展阶段的改变机遇和优势资源，探索认知过程和人格特征在童年创伤与心理韧性之间转化和增强的作用机制。在心理韧性预防和干预的实践中，要重视危机识别，及时提供支持，更为重要的是要看到学生内在成长力量，引导并激发学生的主体性和主导性。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45144]  |
| 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 | 郑馥兰. 大学生童年创伤与心理韧性的影响关系一一反自思维与核心自我评价的多重中介作用[D]. 中国科学院心理研究所. 中国科学院大学. 2023. |
入库方式： OAI收割
来源：心理研究所
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