|
|
大学生反刍思维对学业自我妨碍的影响：完美主义的中介作用
|
Abstract:
本研究探讨了大学生反刍思维、完美主义、学业自我妨碍之间的关系，采用反刍思维反应量表、中文Frost多维度完美主义问卷和大学生学业自我妨碍量表，对270名在校本科生进行测查。结果表明：1) 大学生的反刍思维和消极完美主义对学业自我妨碍具有显著正向预测作用，但积极完美主义对学业自我妨碍不具有预测作用。2) 大学生的消极完美主义可以作为反刍思维和学业自我妨碍的部分中介变量，即反刍思维既对学业自我妨碍产生直接影响，也通过消极完美主义产生间接影响。结论：大学生反复思考事物的消极过程和后果，过分的担心错误、行为犹豫踌躇以及过高的个人标准和父母期望都会对学业成绩产生消极影响。
This study explored the relationship between ruminant thinking, perfectionism and academic self-handicapped among college students. 270 undergraduates were tested by using the Ruminant Thinking Response Scale, Frost Multidimensional Perfectionism Questionnaire and College Students' Academic Self-Handicapped Scale. The results show: 1) Ruminant thinking and negative perfectionism can significantly positively predict academic self-handicapping, but positive perfectionism cannot significantly predict academic self-handicapping. 2) The negative perfectionism of college students is a partial mediating variable of ruminant thinking and academic self-handicapping, that is, ruminant has both a direct impact on academic self-handicapping and an indirect impact through negative perfectionism. Conclusion: College students think repeatedly about the negative process and consequences of things, excessive worry about mistakes, hesitant behavior, and high personal standards and parental expectations can negatively affect academic performance.
| [1] | 方杰, 张敏强, 邱皓政(2012). 中介效应的检验方法和效果量测量: 回顾与展望. 心理发展与教育, 28(1), 105-111. |
| [2] | 韩秀, 杨宏飞(2009). Nolen-Hoeksema反刍思维量表在中国的试用. 中国临床心理学杂志, 17(5), 550-551+549. |
| [3] | 来水木, 韩秀, 杨宏飞(2009). 国外反刍思维研究综述. 应用心理学, 15(1), 90-96. |
| [4] | 李丹妮, 席居哲, 左志宏(2015). 学业自我妨碍: 为何产生及如何预防? 中国临床心理学杂志, (6), 1119-1123. |
| [5] | 李艳, 朱蓉蓉, 何畏, 潘莉, 张贤, 任颖(2019). 大学生完美主义在父母教养方式与反刍思维间的中介作用. 中华行为医学与脑科学杂志, 28(8), 746-750. |
| [6] | 王燕春, 杨宏飞(2013). 完美主义与学业自我妨碍、考试焦虑的关系. 中国临床心理学杂志, 21(4), 672-674. |
| [7] | 王雨吟, 林锦婵, 潘俊豪(2015). 个体认知-抑郁模型: 自我怜悯、完美主义、反刍思维和抑郁的关系. 中国临床心理学杂志, 23(1), 120-123+128. |
| [8] | 王正雨, 赵维燕, 马骏驰(2020). 大学生完美主义与学业拖延的关系: 反刍思维的中介作用. 中国健康心理学杂志, (10), 1597-1600. |
| [9] | 吴艳, 温忠麟(2011). 结构方程建模中的题目打包策略. 心理科学进展, 19(12), 1859-1867. |
| [10] | 尹红峰(2011). 青少年自尊、同伴反刍、自我妨碍的关系研究. 硕士学位论文, 济宁: 曲阜师范大学. |
| [11] | 郑应霞(2007). 大学生学业自我妨碍及其相关因素研究. 硕士学位论文, 武汉: 华中师范大学. |
| [12] | 訾非, 周旭(2006). 中文Frost多维度完美主义问卷的信效度检验. 中国临床心理学杂志, 14(6), 560-563. |
| [13] | Adil, A., Ameer, S., & Ghayas, S. (2020). Impact of Academic Psychological Capital on Academic Achievement among University Undergraduates: Roles of Flow and Self-Handicapping Behavior. PsyCh Journal, 9, 56-66.
https://doi.org/10.1002/pchj.318 |
| [14] | Babu, S. M., & Selvamari, S. (2018). How Does Academic Self-Handicapping Relate to Achievement in Mathematic? A Small Scale Study among Indian School Chult. Educational Quest, 9, 233-238. |
| [15] | Chen, Z., Sun, K., & Wang, K. (2018). Self-Esteem, Achievement Goals, and Self-Handicapping in College Physical Education. Psychological Reports, 121, 690-704. https://doi.org/10.1177/0033294117735333 |
| [16] | Covington, M. V. (1992). Making the Grade: A Self-Worth Perspective on Motivation and School Reform. Cambridge University Press. https://doi.org/10.1017/CBO9781139173582 |
| [17] | del Mar Ferradás, M., Freire, C., Nú？ez, J. C., Pineiro, I., & Rosário, P. (2017). Motivational Profiles in University Students. Its Relationship with Self-Handicapping and Defensive Pessimism Strategies. Learning and Individual Differences, 56, 128-135. https://doi.org/10.1016/j.lindif.2016.10.018 |
| [18] | del Mar Ferradás, M., Freire, C., Rodríguez, S., & Pi？eiro, I. (2018). Self-Handicapping and Self-Esteem Profiles and Their Relation to Achievement Goals. Annales of Psychology, 34, 545-554. https://doi.org/10.6018/analesps.34.3.319781 |
| [19] | Frost, R. O., & Henderson, K. J. (1991). Perfectionism and Reactions to Athletic Competition. Journal of Sport and Exercise Psychology, 13, 323-335. https://doi.org/10.1123/jsep.13.4.323 |
| [20] | Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The Dimensions of Perfectionism. Cognitive Therapy and Research, 14, 449-468. https://doi.org/10.1007/BF01172967 |
| [21] | Hamachek, D. E. (1978). Psychodynamics of Normal and Neurotic Perfectionism. Psychology: A Journal of Human Behavior, 15, 27-33. |
| [22] | Horney, K. (1950). Neurosis and Human Growth: The Struggle towards Self-Realization. Norton. |
| [23] | Karner-Hu？uleac, A. (2014). Perfectionism and Self-Handicapping in Adult Education. Procedia-Social and Behavioral Sciences, 142, 434-438. https://doi.org/10.1016/j.sbspro.2014.07.699 |
| [24] | Kearns, H., Forbes, A., Gardiner, M., & Marshall, K. (2008). When a High Distinction Isn’t Good Enough: A Review of Perfectionism and Self-Handicapping. Australian Educational Researcher, 35, 21-36. |
| [25] | Nolen-Hoeksema, S. (1991). Responses to Depression and Their Effects on the Duration of Depressive Episodes. Journal of Abnormal Psychology, 100, 569. https://doi.org/10.1037/0021-843X.100.4.569 |
| [26] | Nolen-Hoeksema, S., & Morrow, J. (1993). Effects of Rumination and Distraction on Naturally Occurring Depressed Mood. Cognition & Emotion, 7, 561-570. https://doi.org/10.1080/02699939308409206 |
| [27] | Nolen-Hoeksema, S., Wisco, B. E., & Lyubomirsky, S. (2008). Rethinking Rumination. Perspectives on Psychological Science, 3, 400-424. https://doi.org/10.1111/j.1745-6924.2008.00088.x |
| [28] | Rhodewalt, F., Saltzman, A. T., & Wittmer, J. (1984). Self-Handicapping among Competitive Athletes: The Role of Practice in Self-Esteem Protection. Basic and Applied Social Psychology, 5, 197-209.
https://doi.org/10.1207/s15324834basp0503_3 |
| [29] | Schwinger, M., Wirthwein, L., Lemmer, G., & Steinmayr, R. (2014). Academic Self-Handicapping and Achievement: A Meta-Analysis. Journal of Educational Psychology, 106, 744. https://doi.org/10.1037/a0035832 |
| [30] | Smith, T. W., Snyder, C. R., & Handelsman, M. M. (1982). On the Self-Serving Function of an Academic Wooden Leg: Test Anxiety as a Self-Handicapping Strategy. Journal of Personality and Social Psychology, 42, 314-321.
https://doi.org/10.1037/0022-3514.42.2.314 |
| [31] | Urdan, T. (2004). Predictors of Academic Self-Handicapping and Achievement: Examining Achievement Goals, Classroom Goal Structures, and Culture. Journal of Educational Psychology, 96, 251. https://doi.org/10.1037/0022-0663.96.2.251 |
| [32] | Urdan, T., & Midgley, C. (2001). Academic Self-Handicapping: What We Know, What More There Is to Learn. Educational Psychology Review, 13, 115-138. https://doi.org/10.1023/A:1009061303214 |
| [33] | Zuckerman, M., Kieffer, S. C., & Knee, C. R. (1998). Consequences of Self-Handicapping: Effects on Coping, Academic Performance, and Adjustment. Journal of Personality and Social Psychology, 74, 1619-1628.
https://doi.org/10.1037/0022-3514.74.6.1619 |
