高职学生认知灵活性及与应激、认知情绪调节策略的关系

Cognitive flexibility of vocational college students and relationship with stress and cognitive emotion regulation strategies

[目的]探讨高职学生认知灵活性与日常社会和学业应激、认知情绪调节策略之间的关系。[方法]采用认知灵活性量表(CFS)、认知情绪调节策略问卷(CERQ)、学生日常社会和学业事件量表(SHS)对高职学生383人进行测评。[结果]高职学生CFS条目分均值(3.86分)高于中值强度(3.50分);高职学生CFS评分与CERQ积极应对方式评分呈正相关,与重新关注计划、重新关注评价、学业应激(AH)评分呈正相关;CERQ评分与AH评分呈正相关;逐步回归分析显示:重新关注评价、AH是CFS的影响因素;AH是CERQ的影响因素。[结论]高职学生认知灵活性较高,适当的学业应激及认知情绪调节策略、积极应对方式影响高职学生认知灵活性。

Objective：To probe into cognitive flexibility of vocational college students and the relationship with stress and cognitive emotion regulation strategies.Methods：Totally 390 vocational college students were selected.A survey was performed by the Cognitive Flexibility Scale（CFS）,the Cognitive Emotion Regulation Scale（CERQ）and the General Social and Academic Hassles Scale（SHS）.Results：The average score of CFS items of vocational college students（3.86）was higher than the medium value（3.50）;The CFS score of vocational college students was positively correlated with CERQ positive response score,and positively correlated with rethinking program,reappraisal and AH.CERQ score was positively correlated with AH score.Stepwise regression analysis showed that rethinking program score and AH were the influencing factors of CFS,and AH was the influencing factor of CERQ.Conclusions：The vocational college students had a higher level of cognitive flexibility which was positively related with the gender,as student leaders and experienced students of social practice.There was the positive copying style of cognitive emotion regulation and proper stress which could be having influences on cognitive flexibility.