听障大学生情绪调节自我效能感及应对方式的研究

A Study on Regulatory Emotional Self-efficacy and Coping Style in Deaf-mute College Students

本研究采用情绪调节自我效能感量表和应对方式量表对102名听障大学生和104名普通大学生进行调查,旨在探讨两类大学生情绪调节自我效能感和应对方式的差异,以及听障大学生情绪调节自我效能感和应对方式的关系,为实施听障大学生个性化心理健康教育提供依据。结果表明:(1)听障大学生情绪调节自我效能感低于普通大学生,问题解决和求助应对方式的使用少于普通大学生,而幻想和自责的使用多于普通大学生;(2)听障大学生情绪调节自我效能感越强,其应对方式与效果越积极。

To explore the present situation of regulatory emotional self-efficacy and coping style in deaf-mute college students, and thus to provide basis for mental health education in them, 102 deaf-mute students from two special schools and 104 students from two ordinary colleges were＇ rankly selected to finish a Regulatory Emotional Self-Efficacy Scale and a Coping Style Scale. The result suggests that deaf-mute college students have lower regulatory emotional self-efficacy and are inclined to use less coping styles of problem solving and help seeking, but more coping styles of fantasy and self-accusation, and that the higher the regulatory emotional self-efficacy is, the more positive the coping styles are.