不同抑郁水平大学生反刍思维、内疚对自我宽容的影响及自我宽容干预研究

更新时间:2023-07-18 16:27:43 阅读: 评论:0

Rumination and Guilty’s Effect on Forgive Self Within Different Depression of College Students
As Well Forgive Self Intervention
Abstract
At prent, psychological problem of college students cau more attention in society. Such as learning, love, career’s problems lead to suicide, the number of college students with depression is increasing year by year. According to abroad study, can't forgive lf is prone to anxiety, depression and other symptoms. In addition, rumination can reduce the possibility of lf tolerance. Therefore, this study will from three aspects: cognition, emotion, behavior, exploring the relationship among rumination, guilt and forgive lf within mild and no depression students. Through the intervention can improve the forgive lf of mild depression college student or not.
Rearch 1:The relationship among y trait rumination , guilt and forgive lf. Using delayed tasks studying mild and no depression college students’ differences between rumination, guilt and forgive lf. Results show that: (1) Mild depressive college students’ rumination is significantly higher than tho no depression students. Mild depression students’ rumination respon and brooding are higher than no depression. But there is no difference in reflective pondering. In addition, boys’ rumination is hi
gher than girls. (2) Mild depression college students’ guilt is higher than tho no depression, and girls’ guilt is higher than boys. (3) Mild depression students' forgive lf is lower than no depression, and girl's forgive lf is lower than boys. (4) In general, lf tolerance under the influence of rumination and guilt. Rumination as an adaptive way of cognition can reduce forgive lf. Guilty as the main emotional factors , predicting forgive lf.(5) Guilty in partial intermediary effect between rumination and forgive lf, rumination can improve guilty, thus reduce the possibility of forgive lf.
Rearch 2:The relationship among stateful rumination , guilt and forgive lf. This study ud trigger interpersonal interaction paradigm guilty feelings. Through the rumination experiment lead the individual to distraction, rumination, for testing the
difference of rumination, guilt and lf tolerance between mild depression and no depression’s students. The results showed that: (1) Mild depression college students’ rumination is higher than no depression. The study found that by distracting, mild depression and no depression students’ rumination can be reduced. When the negative emotion reachs certain intensity, distraction can reduce rumination. (2) In the same negative event, mild depression of college students’ guilt feeling is stronger than no depression. In addition, the girl's guilt feeling is higher than boys. (3) In the same negative event, mild depression of college students' forgive lf is lower than no depression. (4) Guilt
y plays a role of intermediary between rumination and forgive lf. Rumination can improve guilty feelings, thus reduce the possibility of forgive lf. However, when guilty feeling is stronger enough, mild depression students’ forgive lf mainly depends on guilt.
Rearch 3: Forgive lf intervention experiment. The intervention adapted from Enright intervention and REACH intervention, intended to improve mild depression students’ rumination, guilt and lf tolerance. Experimental results show that the intervention can effectively improve mild depression students’ rumination, guilt and lf tolerance. The effect of community intervention has a certain continuity, stability. After two months of tracking measurement, mild depression of college students’ rumination, guilt and lf tolerance scores did not differ significantly.
Keywords: Different Depression of College Students ; Rumination ; Guilt ;
Forgive Self ; Forgive Self Intervention
Written  by:Sun Zhuhong
Supervid by:Ding Fang
目录
引言 (1)
第一部分文献综述与问题提出 (2)
前言英文1 关于自我宽容的研究综述 (2)
1.1 宽容的分类 (2)
1.2 自我宽容的概念界定 (3)沪江外语学习
1.3 自我宽容模型 (3)
1.4 自我宽容的影响因素 (6)
1.5 自我宽容与心理健康 (7)
1.6 研究方法 (7)
1.7 自我宽容国内研究进展 (9)
2 反刍思维 (9)
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2.1 概念界定 (9)
2.2 反刍思维的分类 (10)
2.3 反刍思维与自我宽容 (10)
2.4 反刍思维与抑郁 (11)
2.5 研究方法 (11)
3 内疚 (12)
3.1 概念界定 (12)
3.2 特质性与状态性内疚研究 (13)
3.3 内疚与自我宽容 (13)
3.4 内疚与心理健康 (13)
3.5 研究方法 (14)
4 宽容干预 (15)
4.1. Enright宽容干预模型 (15)
4.2 REACH干预模型 (16)
4.3 模型对比 (17)韩语我爱你
5 总技术路线 (18)
6 问题提出 (19)
7 研究意义 (19)
第二部分实证研究 (20)
1 研究一:不同抑郁水平大学生特质性反刍思维、内疚对自我宽容的影响 (20)
1.1 研究目的 (20)
1.2 研究假设 (20)
1.3 研究方法 (20)
1.4 研究结果 (22)
简繁翻译
1.5 讨论 (27)
1.6 结论 (29)
2研究二:不同抑郁水平大学生状态性反刍思维、内疚对自我宽容的影响 (30)
2.1 研究目的 (30)
2.2 研究假设 (30)
2.3 研究方法 (30)
2.4 研究结果 (33)
2.5 讨论 (38)
2.6 结论 (40)
navarch3 研究三自我宽容干预研究 (43)
3.1 研究目的 (43)
3.2 研究假设 (43)
3.3 研究对象 (43)2020年7月英语六级真题
3.4 研究程序与方法 (43)
3.5 干预结果 (47)
3.6 结果 (49)
3.7 讨论 (50)cet成绩查询
第三部分总体结论与反思 (56)
1 总体结论 (56)
2 创新之处 (56)
3 不足与展望 (57)厕所英文
3.1 不足 (57)
3.2 未来展望 (57)
4 教育建议 (58)
4.1 学生建议 (58)
4.2 学校建议 (58)
参考文献 (60)
攻读学位期间的学术成果 (66)
附录 (67)
personal是什么意思致谢 (96)

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