摘要
目的:了解社交焦虑大学生对社交焦虑的元情绪评价、情绪调节方式的特点,探索元情绪评价指导对改善大学生社交焦虑的效果。方法:选择高、低社交焦虑大学生参加研究,以"准备演讲"为实验任务,并在任务前对高社交焦虑实验组进行元情绪评价指导;任务结束后要求被试报告在实验任务进行中的元情绪评价和情绪调节方式。结果:在准备演讲过程中,高社交焦虑大学生对自身情绪的清晰度显著低于低社交焦虑者,且主要采用重视调节;元情绪评价指导能降低高社交焦虑大学生的重视调节。结论:高、低社交焦虑大学生的元情绪评价、情绪调节方式之间存在显著差异,元情绪评价指导可以帮助高社交焦虑大学生改善其情绪调节方式。
Objective： To explore the meta-evaluation of mood and emotion regulation of undergraduates with social anxiety,and to probe whether meta-evaluation guidance could decrease social anxiety.Methods： Undergraduates with high or low social anxiety were chosen to participate the research the participants were asked to prepare for a speech in the experiment,meanwhile,high social anxiety experiment group accepted meta-evaluation guidance.After that,the participants were asked to report their emotion,meta-evaluation of mood and emotion regulation.Results： In the speech preparing situation,high social anxiety participants were less clear about their emotion and adopted more rumination regulation than low social anxiety participants;meta-evaluation guidance could help the high social anxiety participants to decrease rumination regulation.Conclusion： High and low social anxiety undergraduates were different in meta-evaluation of mood and emotion regulation,and meta-evaluation guidance could help high social anxiety students to improve their emotional regulation.
出处
《中国临床心理学杂志》
CSSCI
CSCD
2011年第2期231-233,共3页
Chinese Journal of Clinical Psychology
关键词
社交焦虑
元情绪评价
情绪调节方式
Social anxiety
Meta-evaluation of mood
Emotion regulation
