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作为社会焦虑的函数,影响和社会接受之间的动态:一个特定的人的网络方法
Kelley E Gunther1, Audrey Edelman1, Daniel Petrie2
1Department of Psychology, Yale University.
Emotion (Washington, D.C.)
|August 29, 2024
概括
具有较高社会焦虑和年龄较大的青少年在社会接受后经历了较短的持续时间的积极情绪. 这突显了积极影响在青少年心理健康和社会焦虑发展中的作用.
科学领域:
- 心理学 心理学 心理学
- 发展心理学 发展心理学
- 临床心理学 临床心理学
背景情况:
- 社会接受和拒绝显著影响青少年的情绪状态.
- 社会经验与情感调节之间的关系对于理解青少年精神病理学至关重要.
- 青春期是社会焦虑症发病的关键时期.
研究的目的:
- 检查青少年社会接受,拒绝,积极影响和消极影响的日常变化.
- 研究社会经验与情感之间的网络动态.
- 探索网络指标与社会焦虑,年龄和性别的关联.
主要方法:
- 利用了918岁青少年的日常日记数据.
- 采用以人为中心的网络方法来模拟日常的社会经验和影响.
- 从社会接受,拒绝和影响的干扰中计算的恢复时间.
主要成果:
- 在社会接受之后,积极影响的恢复时间对于社会焦虑程度较高的青少年来说更短.
- 年龄较大的青少年在社会接受后,积极影响的恢复时间较短.
- 这些发现表明,对于脆弱的青少年来说,社会接受的好处可能是暂时的.
结论:
- 在社会接受之后,积极影响的调节是青少年心理健康的关键因素.
- 了解这些动态对于解决社会焦虑障碍的病因至关重要.
- 针对积极影响的干预措施可能对遇到社会挑战的青少年有益.
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