大学生防御性悲观及其影响因素研究
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摘要
人们在处理问题时经常会运用到防御性悲观。国外关于防御性悲观的研究已经有二十多年了,主要涉及防御性悲观与乐观、抑郁及自我妨碍等相关概念的比较,并探讨了导致防御性悲观形成的一些情感动机因素。近几年国内研究者对防御性悲观进行了研究,主要集中在其概念的比较与部分情感动机方面的影响因素研究。然而,这些研究没有涉及环境因素、文化因素等,为了对其有一个更全面的了解,这需要我们进一步探讨。
本研究以772位大学生作为被试,采用问卷法,对大学生使用防御性悲观的现状进行调查比较,同时,从情感变量——焦虑、动机变量——归因方式和外部环境——母亲教养方式等方面探讨影响大学生使用防御性悲观的内外部因素。
研究结果发现:
(1)大学生防御性悲观策略不存在显著性差异:大学男、女学生在防御性悲观、防御性期望和反思上不存在显著性差异,但是男、女大学生在反思维度上高于防御性期望;文科大学生与理工科大学生在防御性期望和防御性悲观上不存在显著差异,但是文科大学生与理工科大学生在反思上存在显著差异,且文科大学生在反思上高于理工科大学生;不同年级大学生在防御性期望、反思和防御性悲观上都不存在显著性差异。
(2)特质焦虑对防御性期望、反思和防御性悲观都有显著的正向预测作用。
(3)把正性事件发生的原因归结为内在的(正性内在)对防御性期望有负向预测作用,把负性事件发生的原因归结为持久的(负性持久)对反思有正向预测作用,把负性事件发生的原因归结为内在的、整体的和持久的(负性总体)对防御性悲观有正向预测作用,把正性事件发生的原因归结为内在的(正性内在)对防御性悲观有负向预测作用。
(4)惩罚与严厉对防御性期望有正向预测作用;过干涉与过保护、情感温暖与理解、拒绝与否认对反思有正向预测作用;拒绝与否认、情感温暖与理解对防御性悲观有正向预测作用。
本文的研究结论充实了国内防御性悲观研究领域的内容,希望本研究能为教育教学工作提供一些帮助。
Defensive pessimism is frequently employed in handling problems If has been more than two decades since the beginning of defensive pessimism studies focusing on comparisons between defensive pessimism and optimism, depression and self-handicapping in concept and explored such factors as individual emotional motivation leading to formation of defensive pessimism. In recent years, domestic researchers has begun studies on it, mainly focusing on concept comparison and such factors as emotional motivation that may affect it. However, their studies do not cover such factors as social、family、or cultural environment.
This paper conducts a survey on the status of college students adopting pessimism strategies. Meanwhile, it explores both internal and external factors that affect students' choice of strategies in affective variables - anxiety; motivation variables - attributional style; and the external environment - the mother rearing style. The survey takes 772 college students as test groups, and questionnaire method is utilized mainly. The results are as follows:
(1) no significant difference is found in strategies of defensive pessimism among college students: there is no significant difference between male and female university students in defensive pessimism, defensive expectations and reflect, but they boast broader reflect dimension than defensive expectation; gap between liberal arts college students and science and engineering students in defensive expectations and defensive pessimism is narrow, but significant difference is found in reflection, and reflection of college students of liberal arts is higher than that of students of science and engineering; defensive expectations, reflection and defensive pessimism are almost the same among students of different grades
(2) anxiety forecasts a significant positive role in defensive expectations, reflection and defensive pessimism.
(3) attributing positive happening to inherent factors(positive inherence) has negative predictive impact on defensive expectation, attributing negative happening to lasting factors (negative constancy) has positive predictive impact on reflection, attributing negative happening to inherent, holistic and lasting factors(negative totality) has positive predictive impact on defensive pessimism, while attributing positive happening to inherent factors (positive inherence )has negative predictive impact on defensive pessimism.
(4) punishment and rigidity have positive predictive impact on defensive expectations; overinterference and overprotection, emotional warmth and understanding, reject and denial have positive predictive impact on reflection; reject and denial, emotional warmth and understanding have positive predictive impact on defensive pessimism.
Findings of this paper have enrich domestic studies on defensive pessimism .The writer hopes that it can offer some help for instructional work.
本研究以772位大学生作为被试,采用问卷法,对大学生使用防御性悲观的现状进行调查比较,同时,从情感变量——焦虑、动机变量——归因方式和外部环境——母亲教养方式等方面探讨影响大学生使用防御性悲观的内外部因素。
研究结果发现:
(1)大学生防御性悲观策略不存在显著性差异:大学男、女学生在防御性悲观、防御性期望和反思上不存在显著性差异,但是男、女大学生在反思维度上高于防御性期望;文科大学生与理工科大学生在防御性期望和防御性悲观上不存在显著差异,但是文科大学生与理工科大学生在反思上存在显著差异,且文科大学生在反思上高于理工科大学生;不同年级大学生在防御性期望、反思和防御性悲观上都不存在显著性差异。
(2)特质焦虑对防御性期望、反思和防御性悲观都有显著的正向预测作用。
(3)把正性事件发生的原因归结为内在的(正性内在)对防御性期望有负向预测作用,把负性事件发生的原因归结为持久的(负性持久)对反思有正向预测作用,把负性事件发生的原因归结为内在的、整体的和持久的(负性总体)对防御性悲观有正向预测作用,把正性事件发生的原因归结为内在的(正性内在)对防御性悲观有负向预测作用。
(4)惩罚与严厉对防御性期望有正向预测作用;过干涉与过保护、情感温暖与理解、拒绝与否认对反思有正向预测作用;拒绝与否认、情感温暖与理解对防御性悲观有正向预测作用。
本文的研究结论充实了国内防御性悲观研究领域的内容,希望本研究能为教育教学工作提供一些帮助。
Defensive pessimism is frequently employed in handling problems If has been more than two decades since the beginning of defensive pessimism studies focusing on comparisons between defensive pessimism and optimism, depression and self-handicapping in concept and explored such factors as individual emotional motivation leading to formation of defensive pessimism. In recent years, domestic researchers has begun studies on it, mainly focusing on concept comparison and such factors as emotional motivation that may affect it. However, their studies do not cover such factors as social、family、or cultural environment.
This paper conducts a survey on the status of college students adopting pessimism strategies. Meanwhile, it explores both internal and external factors that affect students' choice of strategies in affective variables - anxiety; motivation variables - attributional style; and the external environment - the mother rearing style. The survey takes 772 college students as test groups, and questionnaire method is utilized mainly. The results are as follows:
(1) no significant difference is found in strategies of defensive pessimism among college students: there is no significant difference between male and female university students in defensive pessimism, defensive expectations and reflect, but they boast broader reflect dimension than defensive expectation; gap between liberal arts college students and science and engineering students in defensive expectations and defensive pessimism is narrow, but significant difference is found in reflection, and reflection of college students of liberal arts is higher than that of students of science and engineering; defensive expectations, reflection and defensive pessimism are almost the same among students of different grades
(2) anxiety forecasts a significant positive role in defensive expectations, reflection and defensive pessimism.
(3) attributing positive happening to inherent factors(positive inherence) has negative predictive impact on defensive expectation, attributing negative happening to lasting factors (negative constancy) has positive predictive impact on reflection, attributing negative happening to inherent, holistic and lasting factors(negative totality) has positive predictive impact on defensive pessimism, while attributing positive happening to inherent factors (positive inherence )has negative predictive impact on defensive pessimism.
(4) punishment and rigidity have positive predictive impact on defensive expectations; overinterference and overprotection, emotional warmth and understanding, reject and denial have positive predictive impact on reflection; reject and denial, emotional warmth and understanding have positive predictive impact on defensive pessimism.
Findings of this paper have enrich domestic studies on defensive pessimism .The writer hopes that it can offer some help for instructional work.
引文
[1][9][20]Norem J K,Cantor N.Anticipating and post hoc cushioning strategies:Optimism and defensive pessimism in-risky-situations.Cognitive Therapy and Research,1986,10:347-362.
[2][10][11][18]Norem J K,Cantor N.Defensive pessimism:Harnessing anxiety as motivation.Journal of Personality and Social Psychology,1986,51:1208-1217.
[3]Showers C.The effect of how and why thinking on perceptions of future negative events.Cognitive Therapy and Research,.1988,12:225-240.
[4]Showers,C,& Ruben,C,Distinguishing defensive pessimism from depression:Negative expectations and positive coping mechanisms.Cognitive Therapy and Research,1990,14:385-399.
[5]Showers C.The motivational and emotional consequences of considering positive or negative possibilities for an upcoming event.Journal of Personality and Social Psychology,1992,63:474-484.
[6]Julie K.Norem and k.S.Shaun Illingworth.Strategy Dependent Effects of Reflecting on Self and Tasks:some Implications of Optimism and Defensive Pessimism,Journal of Personal and Social Psychology,1993,65:822-834.
[7]Lorraine Smith,Kenneth E.Sinclair &Elaine S.Chapman.Student's Goals,Self-handicapping,and Negative Affective Responses:An Australian Senior School Student Study.Contemporary Educational Psychology,2002,27:471-485.
[8][35][58][64][67]Martin A J,Marsh H W,Debus R L.A quadripolar need achievement representation of self-handicapping and defensive pessimism.American Educational Research Journal,2001,38(3):583-610.
[12]张雪红.青少年自我价值保护策略及相关因素的研究[D]:[硕士学位论文].北京:首都师范大学,2005.
[13][40][43][47][62][68][70]胡燕.中学生的自我价值保护策略及其影响因素研究[D]:[硕士学位论文].江西:江西师范大学,2007.
[14][55]Martin A J,Marsh H W,Debus R L.Self-handicapping,defensive pessimism,and goal orientation:a qualititative study of university students.Journal of Educational Psychology,2003,3:617-628.
[15]Leif W,Anne S R.Measuring optimism-pessimism from beliefs about future.Personality and Individual Difference,2000,28:717-728
[16]Alan C.Positive Psychology:The science of happiness and human strengths.New York:Brunner-Routledge,2004:78-106.
[17]Scheier M F,WJ K,Carver C S.Coping with stess:Divergent strategics of optimists and pessimists.Journal of Personality and Social Psychology,1986,51:1257-1264.
[19]Sanna L J.Defensive pessimism,optimism,and simulation alternative:some ups and downs of prefactual and counterfactual thinking.Journal of Personality and Social.Psychology,1996,71(5):1021-1036.
[21]Cantor N,Norem J K.Defensive pessimism and stress and coping.Social Cognition,1989,7:92-112.
[22]Norem J K,Cantor N,Niedentbal P M,et al.Life tasks,self-concept ideals and cognitive strategies in a life transition.Journal of Personality and Social Psychology,1987,53:1178-1191.
[23]Tbompson T.Failure-avoidance:parenting,the achievement environment of the home and strategies for reduction.Learning and Instruction,2004,14:3-26.
[24][34]Thompson T,Fevre C.Implications of manipulating post-hoc attributions on the strategy use of defensive pessimists and strategic optimists.Personality and Individual Differences,1999,26:887-904.
[25]Covington MV.The self-worth theory of achievement motivation:findings and implications.Elementary School Journal,1984,85:5-20.
[26]《现代汉语词典》[Z]商务印书馆1983年,第2版,44.
[27]Berglas S,Jones E E.Drug choice as a self-handicapping strategy in response to noncontingent success.Journal of Personality and Social Psychology,1978,36:405-417.
[28][29]石伟,黄希庭.自我设限及其研究范型和影响因素[J].心理科学进展,2004,12(1):72-78.
[30]沈烈敏.关于学生自我妨碍等策略及相关研究的综述[J].心理科学进展,2005,28(4):929-932.
[31][42]安海燕.高一学生自我效能感、防御性悲观、自我妨碍与数学成绩的关系[D]:[硕士学位论文].东北师范大学,2006.
[32][36]苏彦丽,张进辅.国外防御性悲观研究述评[J].心理科学进展,2008,16(5)748,745-752.
[33]Wilson G S,Raglin J S,Pritcbard M E.Optimism,pessimism,and precompetition anxiety in college athletes.Personality and Individual Differences,2002,32:893-902.
[37][59]Martin A J.Incorporating self-handicapping and defensive pessimism into a longitudinal model of the academic process.http://self.uws.edu.au/Curren_Research_Students/Thesis_Proposal_Examp lel.pdf.
[38]曲苒.中学生自我调节学习与学业自我效能感、成就目标定向及学业成就的关系研究[D]:[硕士学位论文].陕西师范大学,2004.
[39]张雪红,霍效颜.青少年自我价值保护策略及相关因素的研究[J].北京科技大学学(社会科学版),2005,21,增刊.
[41]胡桂英,许白华.初中生学习归因、学习自我效能感、学习策略和学业成就关系的研究[J].心理科学,2002,25 C6):757-758.
[44]彭冉龄.普通心理学[M].第2版.北京:北京师范大学出版社,2001.387.
[45]孟昭兰.人类情绪[M].上海人民出版社,1989.
[46]赵春黎.不同日标定向儿童情绪调节策略研究[D]:[硕士学位论文].北京:首都师范大学,2004.
[48][49][50][64]李成齐.大学生归因方式及其与心理健康关系研究[D]:[硕士学位论文].上海:华东师范大学,2004.
[51]Martin AJ,Marsh HW,Debus RL.Self-handicapping and defensive pessimism:a model of self-protection from a longitudinal perspective.Contemporary Educational Psychology,2003,28(1):1-36.
[52]侯玉波、朱滢.文化对中国人思维方式的影响[J].心理学报,2002,34(1):106-111.
[53]朱滢.文化与自我[M].北京师范大学出版社.2007年第1版,83-84.
[54]唐芳贵.初二学生成就目标、自我效能及文化因素与学业求助的关系研究[D]:[硕士学位论文],广西:广西师范大学,2003.
[56]Bailey A L.Strategic optimism versus defensive pessimism:religion as a factor,http://longmanawl.com//catalog/uploads/l stplace.pdf
[57]Garcia & Pintrich,1993;Garcia et al.,1995,1996;Midgley &Urdan,1995;Midgley et al.,1996;Nurmi,Onatsu,&Haavisto,1995.
[60]Goodhart D E.The effects of positive and negative thinking on performance in an achievement situation.Journal of Personality and Social Psychology,1986,51:117-124.
[61]Sherman S J,Skov R B.The effect of explaining hypothetical future events:from possibility to probability to actuality and beyond.Journal of Experiment Social Psychology,1981,17:142-158.
[63][65]汪向东等.心理卫生评定量表手册(增订版)[G].中国心理卫生杂志社,238-241.
[66]温忠麟,侯杰泰,马什赫伯特.结构方程模型检验:拟合指数与卡方准则[J].心理学,2004,36(2)186-194.
[69]黄爽.中学生学业自我防碍的特点及其相关研究[D].硕士研究生论文.重庆:西南大学.
[2][10][11][18]Norem J K,Cantor N.Defensive pessimism:Harnessing anxiety as motivation.Journal of Personality and Social Psychology,1986,51:1208-1217.
[3]Showers C.The effect of how and why thinking on perceptions of future negative events.Cognitive Therapy and Research,.1988,12:225-240.
[4]Showers,C,& Ruben,C,Distinguishing defensive pessimism from depression:Negative expectations and positive coping mechanisms.Cognitive Therapy and Research,1990,14:385-399.
[5]Showers C.The motivational and emotional consequences of considering positive or negative possibilities for an upcoming event.Journal of Personality and Social Psychology,1992,63:474-484.
[6]Julie K.Norem and k.S.Shaun Illingworth.Strategy Dependent Effects of Reflecting on Self and Tasks:some Implications of Optimism and Defensive Pessimism,Journal of Personal and Social Psychology,1993,65:822-834.
[7]Lorraine Smith,Kenneth E.Sinclair &Elaine S.Chapman.Student's Goals,Self-handicapping,and Negative Affective Responses:An Australian Senior School Student Study.Contemporary Educational Psychology,2002,27:471-485.
[8][35][58][64][67]Martin A J,Marsh H W,Debus R L.A quadripolar need achievement representation of self-handicapping and defensive pessimism.American Educational Research Journal,2001,38(3):583-610.
[12]张雪红.青少年自我价值保护策略及相关因素的研究[D]:[硕士学位论文].北京:首都师范大学,2005.
[13][40][43][47][62][68][70]胡燕.中学生的自我价值保护策略及其影响因素研究[D]:[硕士学位论文].江西:江西师范大学,2007.
[14][55]Martin A J,Marsh H W,Debus R L.Self-handicapping,defensive pessimism,and goal orientation:a qualititative study of university students.Journal of Educational Psychology,2003,3:617-628.
[15]Leif W,Anne S R.Measuring optimism-pessimism from beliefs about future.Personality and Individual Difference,2000,28:717-728
[16]Alan C.Positive Psychology:The science of happiness and human strengths.New York:Brunner-Routledge,2004:78-106.
[17]Scheier M F,WJ K,Carver C S.Coping with stess:Divergent strategics of optimists and pessimists.Journal of Personality and Social Psychology,1986,51:1257-1264.
[19]Sanna L J.Defensive pessimism,optimism,and simulation alternative:some ups and downs of prefactual and counterfactual thinking.Journal of Personality and Social.Psychology,1996,71(5):1021-1036.
[21]Cantor N,Norem J K.Defensive pessimism and stress and coping.Social Cognition,1989,7:92-112.
[22]Norem J K,Cantor N,Niedentbal P M,et al.Life tasks,self-concept ideals and cognitive strategies in a life transition.Journal of Personality and Social Psychology,1987,53:1178-1191.
[23]Tbompson T.Failure-avoidance:parenting,the achievement environment of the home and strategies for reduction.Learning and Instruction,2004,14:3-26.
[24][34]Thompson T,Fevre C.Implications of manipulating post-hoc attributions on the strategy use of defensive pessimists and strategic optimists.Personality and Individual Differences,1999,26:887-904.
[25]Covington MV.The self-worth theory of achievement motivation:findings and implications.Elementary School Journal,1984,85:5-20.
[26]《现代汉语词典》[Z]商务印书馆1983年,第2版,44.
[27]Berglas S,Jones E E.Drug choice as a self-handicapping strategy in response to noncontingent success.Journal of Personality and Social Psychology,1978,36:405-417.
[28][29]石伟,黄希庭.自我设限及其研究范型和影响因素[J].心理科学进展,2004,12(1):72-78.
[30]沈烈敏.关于学生自我妨碍等策略及相关研究的综述[J].心理科学进展,2005,28(4):929-932.
[31][42]安海燕.高一学生自我效能感、防御性悲观、自我妨碍与数学成绩的关系[D]:[硕士学位论文].东北师范大学,2006.
[32][36]苏彦丽,张进辅.国外防御性悲观研究述评[J].心理科学进展,2008,16(5)748,745-752.
[33]Wilson G S,Raglin J S,Pritcbard M E.Optimism,pessimism,and precompetition anxiety in college athletes.Personality and Individual Differences,2002,32:893-902.
[37][59]Martin A J.Incorporating self-handicapping and defensive pessimism into a longitudinal model of the academic process.http://self.uws.edu.au/Curren_Research_Students/Thesis_Proposal_Examp lel.pdf.
[38]曲苒.中学生自我调节学习与学业自我效能感、成就目标定向及学业成就的关系研究[D]:[硕士学位论文].陕西师范大学,2004.
[39]张雪红,霍效颜.青少年自我价值保护策略及相关因素的研究[J].北京科技大学学(社会科学版),2005,21,增刊.
[41]胡桂英,许白华.初中生学习归因、学习自我效能感、学习策略和学业成就关系的研究[J].心理科学,2002,25 C6):757-758.
[44]彭冉龄.普通心理学[M].第2版.北京:北京师范大学出版社,2001.387.
[45]孟昭兰.人类情绪[M].上海人民出版社,1989.
[46]赵春黎.不同日标定向儿童情绪调节策略研究[D]:[硕士学位论文].北京:首都师范大学,2004.
[48][49][50][64]李成齐.大学生归因方式及其与心理健康关系研究[D]:[硕士学位论文].上海:华东师范大学,2004.
[51]Martin AJ,Marsh HW,Debus RL.Self-handicapping and defensive pessimism:a model of self-protection from a longitudinal perspective.Contemporary Educational Psychology,2003,28(1):1-36.
[52]侯玉波、朱滢.文化对中国人思维方式的影响[J].心理学报,2002,34(1):106-111.
[53]朱滢.文化与自我[M].北京师范大学出版社.2007年第1版,83-84.
[54]唐芳贵.初二学生成就目标、自我效能及文化因素与学业求助的关系研究[D]:[硕士学位论文],广西:广西师范大学,2003.
[56]Bailey A L.Strategic optimism versus defensive pessimism:religion as a factor,http://longmanawl.com//catalog/uploads/l stplace.pdf
[57]Garcia & Pintrich,1993;Garcia et al.,1995,1996;Midgley &Urdan,1995;Midgley et al.,1996;Nurmi,Onatsu,&Haavisto,1995.
[60]Goodhart D E.The effects of positive and negative thinking on performance in an achievement situation.Journal of Personality and Social Psychology,1986,51:117-124.
[61]Sherman S J,Skov R B.The effect of explaining hypothetical future events:from possibility to probability to actuality and beyond.Journal of Experiment Social Psychology,1981,17:142-158.
[63][65]汪向东等.心理卫生评定量表手册(增订版)[G].中国心理卫生杂志社,238-241.
[66]温忠麟,侯杰泰,马什赫伯特.结构方程模型检验:拟合指数与卡方准则[J].心理学,2004,36(2)186-194.
[69]黄爽.中学生学业自我防碍的特点及其相关研究[D].硕士研究生论文.重庆:西南大学.