大学生心理灵活性与负性情绪和幸福感的关系

Relation of psychological flexibility to negative affectivity and happiness in college students

目的:探讨作为接纳承诺疗法核心机制的心理灵活性与大学生负性情绪和幸福感的关系。方法:共181名大学生完成了间隔两个月的两次纸笔测验。采用接纳与行动问卷第二版(AAQ-Ⅱ)、正念注意觉知量表(MAAS)、承诺行动量表(CAQ)分别测量心理灵活性的经验开放、关注当下和做重要的事,抑郁-焦虑-压力量表简体中文版(DASS-21)测量负性情绪水平,幸福感指数问卷(IWB)测量幸福感。使用Mplus7.0进行交叉滞后模型分析,分别建构了心理灵活性的3个功能单元与结果变量的分模型(单独每个功能单元)和全模型(3个功能单元都放入模型)。结果:在交互预测关系中,分模型分析时经验开放和关注当下均能负向预测T2的负性情绪问题(β=-0.10、-0.12),但是在全模型中这两个预测作用无统计学意义。在全模型中,经验开放能正向预测幸福感(β=0.28),做重要的事能预测幸福感和负性情绪(β=0.26、-0.15)。结论:大学生心理灵活性能够预测两个月后的负性情绪和幸福感;而经验开放、关注当下和做重要的事的预测作用不同。

Objective: To investigate the relation of psychological flexibility,the core of Acceptance and Commitment Therapy(ACT),to negative affectivity and happiness in college students.Methods: Cross-lagged design was used and 181 students participated in surveys twice with 2-month interval.The Acceptance and Action Questionnaire-II(AAQ-II),Mindfulness Attention Awareness Scale(MAAS),Committed Action Questionnaire(CAQ) were used to measure psychological flexibility(" open up","be present",and " doing what matters" respectively),The DepressionAnxiety-Stress Scale(DASS-21) was used to measure negative affectivity and Well-being Index(IWB) was used to measure happiness.Mplus7.0 was used to measure cross-lagged models.Three separative models for the three functions of psychological flexibility and one combined models including all three functions of psychological flexibility were analyzed.Results: In the cross-lagged analysis with the divided model,"open up"(β=-0.10) and " be present"(β=-0.12) could predict negative affectivity two months later,but this prediction was not significant in the full model.In the full model,"open up" could significantly predict happiness(β=0.28),"doing what matters" could predict happiness(β=0.26) and negative affectivity(β=-0.15).Conclusion: Overall,psychological flexibility could significantly predict negative affectivity and happiness eight weeks later.The predictive effects of "open up","be present",and "doing what matters" varied.