西亚留学生与中国新疆大学生认知情绪调节问卷的比较分析。

Hongxing Hu, Bahargul Alsron, Bin Xu, Wei Hao
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引用次数: 3

摘要

背景:认知情绪调节问卷(CERQ)是一种测量个体如何处理生活压力事件的认知和情绪工具。然而,CERQ的结果在个体之间存在差异。目的:了解我校学生(本地学生和留学生)的CERQ结果和抑郁症状,为进一步的心理干预提供指导。方法:采用CERQ、ASLEC和SDS问卷对255名大二、大三留学生(男171名,女84名)和262名大二、大三中国学生(男124名,女138名)进行调查。采用SPSS 16.0对结果进行分析。结果:与中国学生相比,国际学生更多地使用“积极重新聚焦”、“重新聚焦计划”和“灾难化”等认知调节方法。在以抑郁症状作为因变量的回归方程中,"自责"和"灾难化"对留学生的抑郁症状有积极作用,而"接受"与抑郁症状有负相关。在中国学生中,“生活事件得分”和“灾难化”与抑郁症状呈正相关,“积极再评价”与抑郁症状负相关。结论:在不同种族的学生中,积极应对方式与抑郁症状呈负相关,并可能预防抑郁的发生,而消极应对方式与抑郁呈正相关。在心理干预中鼓励学生采用适应性应对方法,是调整认知和行为的有效途径。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Comparative Analysis of Results from a Cognitive Emotion Regulation Questionnaire Between International Students from West Asia and Xinjiang College Students in China.

Comparative Analysis of Results from a Cognitive Emotion Regulation Questionnaire Between International Students from West Asia and Xinjiang College Students in China.

Background: The Cognitive Emotion Regulation Questionnaire (CERQ) is a cognitive and emotional tool measuring how individuals deal with stressful life events. However differences exist in the results of CERQ among individuals.

Objective: This study was conducted to investigate the CERQ results and depressive symptoms of students at our university (both local and international students) in order to provide further guidance for psychological interventions.

Methods: 255 sophomore and junior international students (171 male and 84 female) and 262 sophomore and junior Chinese students (124 male and 138 female) were investigated using CERQ, ASLEC and SDS questionnaires. Results were analyzed using SPSS 16.0.

Result: Compared to Chinese students, international students more often used cognitive adjustment methods such as "positive refocusing","re-focus on planning" and "catastrophizing". In regression equations where depression symptoms were used as the dependent variable, "self-blaming" and "catastrophizing"positively contributed to depression symptoms in international students, while"acceptance" was negatively correlated with depression symptoms.In Chinese students, "life events score" and "catastrophizing"were positively correlated withdepression symptoms, while "positive re-evaluating" was negatively correlated with depression symptoms.

Conclusion: Among students of different races, positive coping methods were negatively correlated with depression symptoms and could possibly prevent the occurrence of depression, while negative coping methods were positively correlated with depression.Encouraging students to use adaptive coping methods during psychological intervention is an effective way to adjust cognitions and behavior for depression prevention.

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