研究holism和附件风格:在意大利大学生之间的研究学生
Yura Loscalzo1, Marco Giannini1
1Department of Health Sciences, School of Psychology, University of Florence, 50135 Florence, Italy.
Behavioral sciences (Basel, Switzerland)
|October 26, 2024
概括
不安全的依恋,特别是焦虑的依恋,预示着学生的学习狂热 (对学习的痴迷). 解决依恋风格可能有助于减少有问题的过度学习行为.
科学领域:
- 心理学 心理学 心理学
- 临床心理学 临床心理学
- 发展心理学 发展心理学
背景情况:
- 研究狂,或对学习的痴迷,是一种公认的临床疾病.
- 之前的研究确定了特征焦虑,社会焦虑和防御机制作为干预目标.
- 附件理论为研究整体主义相关的精神动力学构造提供了洞察力.
研究的目的:
- 调查依恋风格在学生学习整体主义预测中的作用.
- 根据民事状况 (单身与非单身) 探索依恋和研究整体主义的差异.
- 确定潜在的精神动力学干预目标,以减少学习全身主义.
主要方法:
- 一项涉及1073名学生 (平均年龄=23.48) 的研究,平衡民事状况.
- 分析依恋风格 (安全,不安全,焦虑,不参与) 和学习狂热之间的关系.
- 单身和非单身学生之间的依恋水平的比较,以及不同类型的学习痴迷者之间的比较.
主要成果:
- 不安全的依恋,特别是焦虑的依恋,积极预测单身和非单身学生的学习狂热.
- 公民身份影响了学习和依恋的表现.
- 单独脱离学习成者比单独参与学习成者表现出明显较低的安全依恋.
结论:
- 附着方式,特别是不安全和焦虑的附着,是学习全身主义的重要预测因素.
- 区分单身学生和非单身学生是有价值的,当检查附件的作用在学习holism.
- 培养安全的依恋,特别是被爱的感觉,可能会减少学习狂热,并支持其作为强迫症相关疾病的概念化.
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