音乐干预、情绪及一般自我效能感对大学生主动控制感影响的研究
文献类型：学位论文
| 作者 | 罗倩 |
| 答辩日期 | 2024-06 |
| 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 | 赵科 |
| 关键词 | 主动控制感 一般自我效能感 情绪 音乐干预 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | Research on the effects of music intervention,emotion,and general self-efficacy on college students’sense of agency |
| 中文摘要 | During the college stage, which serves as a pivotal juncture in life, one's journey not only signifies the transition from adolescence to adulthood but also represents a crucial period of personality development. At this juncture, college students encounter unfamiliar environments and a plethora of emotional and social challenges, fostering the gradual cultivation of heightened psychological adaptability, which profoundly influences personality formation. Simultaneously, college students embark on independent thinking and self-exploration, facilitating the cultivation of a distinct identity. Moreover, they must autonomously manage academic pursuits and personal lives, navigate intricate interpersonal dynamics, and commence contemplating career pathways. These encounters hone their sense of responsibility and self-discipline. Consequently, the college stage serves as a pivotal period not only for personality development and self-awareness but also for bolstering emotional resilience and social adeptness. Research indicates a close interplay between emotion, general self-efficacy, and sense of agency. General self-efficacy may act as a mediator between emotion and sense of agency, while active control may be influenced by interventions such as music. However, existing studies often lack a systematic and comprehensive analysis, predominantly focusing on the individual impacts of these factors on the sense of agency. Understanding the collective influence of these factors on college students' sense of agency can illuminate their behavioral tendencies and psychological wellbeing, thereby offering novel avenues for fostering mental health and holistic development among college students. This study utilized the Positive and Negative Emotions Scale, the Chinese version of the Sense of Agency Scale, and the General Self-Efficacy Scale to assess 1,224 college students and 81 freshmen via an online platform. Additionally, the Bootstrap method was employed to examine the mediating effects within the dataset. Two distinct studies were conducted: Study 1 scrutinized the current status and the extent of correlation among emotion, general self-efficacy, and sense of agency among college students, alongside the mediating role of self-efficacy. Study 2 investigated the impact of music intervention on the sense of agency, as well as the correlation between emotion, self-efficacy, and sense of agency post-intervention. The outcomes of this study suggest that positive emotions and general self-efficacy had a positive effect on college students' sense of agency, and self-efficacy had a mediating role in emotions and sense of agency. Music intervention had significant effects on college students' sense of agency, self-efficacy, positive emotions and negative emotions. Positive mood and self-efficacy after the music intervention produced significant increases in feelings of sense of agency. These findings suggest that college students' emotions can directly influence their sense of agency or do so indirectly through the mediating effect of self-efficacy. This underscores the significance of positive emotions in bolstering the sense of agency among college students. Furthermore, the study reveals a significant increase in the sense of agency following music intervention, underscoring the pivotal role of music in enhancing this aspect. Additionally, both self-efficacy and emotions exhibit an uptick post-music intervention, further emphasizing the positive impact of music intervention on the sense of agency. The results of this study provide strong theoretical theoretical guidance for improving college students' sense of agency. |
| 英文摘要 | 大学生阶段，作为人生的重要转折点，不仅标志着从青少年到成年人的过渡，更是人格发展的关键时期。在这一阶段，大学生面临着陌生的环境和各种情感及社会关系的挑战，这些挑战促使他们逐渐发展出更强的心理适应性，对人格的塑造具有深远的影响。同时，大学生在这一时期更加独立地思考，探索自我认知，有助于形成清晰的身份认同感。此外，他们需要自主管理学业、生活，处理复杂的人际关系，并开始面临职业选择，这些经历锻炼了他们的责任心和自我控制能力。因此，大学生阶段不仅是人格发展、自我认知提升的关键时期，也是情感处理和社会适应能力增强的重要阶段。 已有研究表明，情绪、一般自我效能感与主动控制感之间关系密切，通过音乐干预可能对主动控制感产生影响，但已有研究缺乏系统性的综合分析，大多集中在分析这些因素对主动控制感的单一效应。了解这些因素如何共同作用于大学生的主动控制感,有助于理解大学生的行为特征和心理状态，更有望为促进大学生的心理健康和全面发展提供新的实践路径。 本研究使用正负性情绪量表、中文版主动控制感量表、一般自我效能感量表，利用在线平台对1224 名大学生和 81 名大一新生进行测量，采用 Bootstrap 法对数据结果进行中介效应检验。共包含两项研究：研究一考察大学生的情绪、一般自我效能感与主动控制感的现状、相关程度以及一般自我效能感在其中的中介作用；研究二考察音乐干预对大学生主动控制感的影响以及干预后大学生的情绪、一般自我效能感与主动控制感的相关程度。 研究结果表明，正性情绪和一般自我效能感对大学生的主动控制感有正向影响，且自我效能感在情绪与主动控制感中有中介作用。音乐干预对大学生的主动控制感、自我效能感、正性情绪和负性情绪效果显著。音乐干预后的正性情绪和自我效能感对主动控制感产生显著提高。 这些研究发现表明，大学生的情绪可以直接影响主动控制感，也可以通过一般自我效能感的间接作用影响主动控制感。这意味着大学生积极情绪有助于提高主动控制感。研究发现，音乐干预后的主动控制感有显著提升，表明音乐对主动控制感的重要性。同时，音乐干预后的一般自我效能感和情绪也有所提升，也凸显了音乐干预对主动控制感的正向影响。本研究结果为提高大学生主动控制感提供有力理论指导。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/48306]  |
| 专题 | 心理研究所_脑与认知科学国家重点实验室 |
| 推荐引用方式 GB/T 7714 | 罗倩. 音乐干预、情绪及一般自我效能感对大学生主动控制感影响的研究[D]. 中国科学院心理研究所. 中国科学院大学. 2024. |
入库方式： OAI收割
来源：心理研究所
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