积极元认知技术对提高大学生积极情绪和积极应对的团辅干预研究

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• 英文论文题名：The Positive Metacognition Therapy Group Counseling on university students for improving their positive emotion and positive coping ability
• 论文作者：程素萍 ; 肖劲春 ; 王雨奇
• 英文论文作者：Cheng Suping ; Xiao Jinchun ; Wang Yuqi ; School of Education ; Hangzhou Normal University ; Department of Psychology ; School of Education ; Hangzhou Normal University
• 年：2015
• 作者机构：杭州师范大学教育学院;杭州师范大学教育学院心理系;
• 论文关键词：积极元认知 ; 积极应对 ; 团体辅导
• 英文论文关键词：Positive Metacognitive ; Positive Coping ; Group Counseling
• 会议召开时间：2015-10-16
• 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
• 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
• 语种：中文
• 分类号：B842.6
• 学会代码：ZGXG
• 会议名称：第十八届全国心理学学术会议
• 会议地点：中国天津
• 主办单位：中国心理学会
• 学会名称：中国心理学会
• 页数：2
• 文件大小：751k
• 原文格式：D
• 会议级别：全国

摘要

积极元认识是积极心理学研究者Beer于2011年针对适应性应对行为提出的概念。研究表明,积极元认知对增加适应性应对、减少不适应性应对和知觉到的压力有积极作用。那么如何培养大学的积极元认知呢?目前还没有人研究。目的:本研究试图开发一套积极元认知干预技术,以帮助大学生发展积极元认知和适应性行为。方法:通过翻译Beer积极元认知问卷,提取3个维度(有停止持续思考和情绪的信心,有以情绪为线索、控制即时反应并用思维解决问题的信心,有灵活设定分层的可行性目标的信心),并依据元认知模型开发了积极元认知团体干预方案,为期一个半月,包括6次积极元认知主题团体辅导活动。把26名被试随机分配到实验组和对照组,其中实验组13人,实施积极元认知团体干预方案;对照组13人,进行积极元认知材料阅读。对照组和实验组时间因素一致,由同一个人领导。使用积极元认知问卷(PMCEQ)、正性负性情绪量表(PANAS)、简要应对问卷(SCSQ)分别对实验组和对照组成员在团辅干预前、干预后和结束3个月后进行测量,考察积极元认知干预技术的短期和长期效果。结果:(1)实验组在正性情绪、积极应对、有以情绪为线索、控制即时反应并用思维解决问题的信心,有灵活设定分层的可行性目标的信心及积极元认知总分等维度上显著高于对照组。(2)实验组在正性情绪、负性情绪、积极应对、有以情绪为线索、控制即时反应并用思维解决问题的信心,有灵活设定分层的可行性目标的信心及积极元认知总分上有了显著提高。(3)对照组在负面情绪维度有显著差异。结论:(1)积极元认知干预技术能显著提高大学生积极元认知总体水平。(2)积极元认知干预技术能显著提高大学生正性情绪,减少负性情绪。(3)积极元认知干预技术能显著提高大学生积极应对能力。
Positive metacognition focuses on adaptive coping,which has been proposed by Beer since 2011.Former researches suggest that positive metacognition fosters adaptive coping and prevents maladaptive coping and perceived stress.It is a question which has never been explored that how to promote positive metacognition. Objective:This research's goal is developing a positive metacognition therapy for improving university student's positive emotion and positive coping ability.Method:Throught translating Beer's Positive metacognition questionnaire,extracting three factors of the Positive metacognition questionnaire(confidence in extinguishing perseverative thoughts and emotions,confidence in interpreting own emotions as cues, restraining from immediate reaction, and mind setting for problem solving, confidence in setting flexible and feasible hierarchies of goals),combining group counseling develop six activities of positive metacognition.Recruiting 26 volunteers for group counseling,13 members of experimental group adopt positive metacognition therapy,the other 13 members adopt positive metacognition reading.Using PMCEQ、PANAS and SCSQ test both experimental group and control group before group counseling,immediately after group counseling and 3 months after group counseling.Testing the short term and long term effect of group counseling.Results:(1)The experimental group's positive emotion, positive coping ability,PMCEQ2,PMCEQ3 and PMCEQ are significantly higher than the control group.(2)The experimental group's positive emotion,positive coping ability,PMCEQ2,PMCEQ3 and PMCEQ are all significantly improved.(3)The control group's negative emotion is significantly improved.Conclusion:(1)The positive metacognition therapy can significantly improve university student's positive metacognition level.(2)The positive metacognition therapy can significantly improve university student's positive emotion,reduce their negtive emotion.(3)The positive metacognition therapy can significantly improve university student's positive coping ability.

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