工读生与普通生自传记忆具体性特点及其影响因素

The Autobiographical Memory Specificity of Approved School Students and Regular School Students and Its Related Factors

目的:考察工读生和普通生自传记忆具体性的特点及其与坚韧人格、儿童期创伤经历的关系。方法:使用儿童期创伤经历问卷、健康坚韧性问卷和自传记忆测验对62名工读生和136名普通生进行施测。结果:(1)工读生自传记忆具体性显著低于普通生,坚韧性及各维度均低于普通生,儿童期创伤经历显著高于普通生。(2)工读生与普通生自传记忆具体性与儿童期创伤经历显著负相关,与坚韧性显著正相关。(3)坚韧性在儿童期创伤经历与自传记忆具体性两者的关系中有调节作用。结论:工读生与普通生相比存在自传记忆过度概化倾向,自传记忆具体性与儿童期创伤经历和坚韧人格有关,儿童期创伤经历对自传记忆具体性的影响随人格坚韧性的强弱而改变。

This study aims to explore the autobiographical memory specificity of approved school students and regular school students and its relationship with their hardiness and childhood trauma,by making a survey of 62 approved school students and 136 regular school students with the Childhood Trauma Questionnaire（CTQ）,the Health-Related Hardiness Scale（HRHS） and the Autobiographical Memory Test（AMT）.The results show the following：（1） The approved school students show a significantly lower level of autobiographical memory specificity and hardiness but a significantly higher level of childhood trauma than the regular school students;（2） the autobiographical memory specificity of the approved school students and the regular school students has a significantly negative correlation with their childhood trauma but a significantly positive correlation with their hardiness;and（3） hardiness mediates between childhood trauma and the autobiographical memory specificity.The study concludes the following： the approved school students show more generality in autobiographical memory than the regular school students;the autobiographical memory specificity is associated with childhood trauma and hardiness;and the effect of childhood trauma on the autobiographical memory specificity will change with hardiness.