在青春晚期,情绪对日常人际压力的反应性和急性社会评估压力之间的关联
Danny Rahal1, Julienne E Bower2,3,4, Andrew J Fuligni2,3,4
1Department of Psychology, University of California, Santa Cruz, Santa Cruz, California, USA.
概括
对实验室压力因素的情绪反应,如特里尔社会压力测试 (TSST),与青少年每天经历情绪变化的强度有关. 这种联系因压力因素类型和情绪价值而异.
科学领域:
- 心理学 心理学 心理学
- 压力和情绪研究 压力和情绪研究
背景情况:
- 情绪反应性,即对刺激的情绪反应的强度,通常在日常生活和实验室环境中进行研究.
- 对日常压力因素 (论点,要求) 和实验室压力因素 (Trier社会压力测试 - TSST) 的情绪反应之间的关系尚不清楚.
研究的目的:
- 调查是否对日常压力因素的更强情绪反应与青少年晚期对TSST的更强情绪反应有关.
- 为了确定实验室评估的情绪反应能否预测对日常争论和要求的反应.
主要方法:
- 一项涉及82名晚期青少年 (17-19岁) 的研究,他们报告了15天的日常压力因素 (争论,要求) 和情绪.
- 参与者完成了TSST,一个经过验证的社会评估威胁范式,在测试前后报告情绪.
- 多层模型被用来分析日常和实验室情绪反应之间的关联.
主要成果:
- 对TSST的积极和消极情绪反应更强与对日常需求的积极情绪反应更强有关.
- 对TSST的情绪反应性与对日常争论的情绪反应性没有显著的关系.
- 研究结果表明,实验室和日常情绪反应之间存在部分重叠,受压力因素类型和情绪价值的影响.
结论:
- 对TSST的情绪反应性显示了与青少年晚期日常情绪反应性的某些方面的初步联系.
- TSST可以提供对日常压力和情绪反应的个体差异的见解.
- 结果强调了在检查情绪反应时考虑压力因素类型和情绪价值的重要性.
相关概念视频
01:20Psychological Responses to Stress
74
Psychological responses to stress encompass the various cognitive and emotional reactions individuals experience when faced with challenging or threatening situations, such as a job loss. Prolonged exposure to stressors can disturb emotional balance, increasing negative emotions (e.g., anxiety and sadness) and diminishing positive emotions (e.g., joy and satisfaction). These persistent emotional shifts are associated with an increased risk of both physical illness and mental health issues, such...
74
01:30Socioemotional Development during Infancy
84
Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
Primary Temperament Types
Primary Temperament Types
84
03:00Self-Evaluation: Self-Enhancement and Self-Verification
5.2K
Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
5.2K
01:27Introduction to Stress and Lifestyle
139
Stress is a multifaceted response to events perceived as challenging or threatening, highlighting physical, emotional, cognitive, and behavioral reactions. Physically, stress can lead to fatigue, sleep disruptions, and various health issues such as frequent colds, chest pains, and nausea. Emotionally, it can manifest as anxiety, depression, irritability, and anger triggered by both minor and major life events. Cognitively, it may result in difficulty in concentration, memory, and...
139
01:17Erikson's Theory on Socioemotional Development during Adolescence
156
Erik Erikson's fifth stage of psychosocial development, "identity versus role confusion," is crucial during adolescence (ages 12 to 18). In this stage, adolescents face the developmental task of forging a distinct personal identity, a process influenced by social, psychological, and biological changes typical of this period. Adolescents naturally explore different roles, behaviors, and ideologies as they navigate complex questions of self-concept, asking, "Who am I?" and...
156
01:20Lazarus's Cognitive Appraisal Theory
278
Cognitive psychologist Richard Lazarus proposed the cognitive-mediational theory of emotions, which emphasizes how individuals' assessments of stressors significantly affect their experience of stress. According to Lazarus, the stress response is determined by a two-step appraisal process: primary appraisal and secondary appraisal. These cognitive appraisals help individuals evaluate the potential impact of a stressor and determine the adequacy of their coping resources.
Primary Appraisal:...
Primary Appraisal:...
278