高、低神经质个体对急性应激反应的差异

Gabija Jarašiūnaitė-Fedosejeva, Erika Varnagirytė, A. Perminas
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摘要

尽管一些研究分析了神经质在个体对急性压力反应中的作用,但结果是有争议的。对于高、低神经质个体在所有阶段(压力预期期、压力暴露期、压力暴露后恢复期)对压力源的反应,测量不同的生理参数,同时评估对压力源的情绪反应,缺乏相关研究。本研究旨在评估高神经质和低神经质个体对急性应激的生理和情绪反应。168名学生参加了这项研究(23名男性,145名女性)。评估他们对4种不同应激源(1种生理应激源和3种心理应激源(有标准指导、竞争压力和批评压力)的反应,测量他们在等待应激源(预期阶段)、应激源期间和应激恢复阶段的皮肤电导、皮肤温度、心率、呼吸频率的变化。采用C.R. Carlson et al.(1989)情绪评估量表(EAS)测量学生情绪反应的变化。采用NEO五因素量表神经质子量表(NEO- ffi, Costa, mcrae, 1992)评估学生的神经质程度。研究结果表明,神经质程度较高和较低的学生对生理应激源的反应存在差异。学生对心理压力源的反应只有在受到批评的情况下才会有所不同。”
本文章由计算机程序翻译,如有差异,请以英文原文为准。
THE DIFFERENCES IN RESPONSE TO ACUTE STRESS OF INDIVIDUALS WITH HIGHER AND LOWER NEUROTICISM
"Although some studies analyze neuroticism's role in individuals' response to acute stress, the results are controversial. There is a lack of studies examining the response to stressors of individuals with higher and lower neuroticism in all phases (during the period of anticipation of the stressor, at the time of exposure to the stressor, and during the recovery period after exposure to a stressor), measuring different physiological parameters and evaluating emotional response to a stressor at the same time. This study aimed to assess individuals with higher and lower neuroticism physiological and emotional responses to acute stress. 168 students participated in a study (23 males and 145 females). Their response to 4 different stressors (1 physical and 3 psychological (with standard instruction, the pressure to compete and critique) was evaluated, measuring the changes in their skin conductance, skin temperature, heart rate, respiratory rate while waiting for the stressor (anticipation phase), during the stressor and in the stress recovery phase. The changes in students ‘emotional responses were also measured using the C.R. Carlson et al. (1989) Emotional Assessment Scale (EAS). Students’ neuroticism was assessed using the NEO Five-Factor Inventory's neuroticism subscale (NEO-FFI, Costa, McCrae, 1992). The study results showed that students having higher and lower neuroticism differed when reacting to a physiological stressor. Students' responses to a psychological stressor differed only in the condition when they were criticized."
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