当代情境下情绪、人格特质和元认知对大学生心理健康的影响

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education Pub Date : 2022-01-01 DOI:10.17759/pse.2022270507
Ekaterina G. Denisova, Pavel N. Ermakov, I. V. Abakumova, Nadezhda V. Sylka
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引用次数: 1

摘要

本研究旨在全面探讨影响学生心理健康的情绪、个人及元认知因素。本文提出的结果识别支持和功能失调的因素,影响心理健康水平的当代学生。研究样本:317人,年龄在18到45岁之间(平均年龄20.82岁)——本科生、研究生和研究生。为了测量这些特征,使用了以下方法:对五大人物进行简短的肖像问卷调查;“情绪差异量表”方法论;诊断个体主观幸福感的方法学;元认知意识量表;元认知行为自评量表;测试“差分型反射”;认知情绪调节问卷和作者元认知行为自评问卷“教育与专业活动结构中的元认知技能”。研究表明,主观幸福感水平随元认知参与程度的不同而有显著差异。积极情绪指数高,外向性和尽责性水平高,神经质水平低,也会产生积极影响。获得的数据可以帮助制定形成和改革个人元认知策略的计划,有助于成功适应和维持主观幸福感。
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Emotions, Personality Traits and Metacognitions as Predictors of Students’ Psychological Well-Being in Contemporary Situation
This study aims to comprehensively explore the emotional, personal, and metacognitive predictors of students’ psychological well-being. The article presents the results of identifiesying supporting and dysfunctional factors that affect the level of psychological well-being of the current generation of students. Study sample: 317 people subjects aged 18 to 45 years (average age 20.82) — undergraduate, graduate and postgraduate students. To measure these characteristics, the following methods were used: a short portrait questionnaire of the Big Five; methodology “Differential Scale of Emotions”; methodology for diagnosing the subjective well-being of the individual; Metacognitive Awareness Inventory; Metacognitive behavior self-assessment scale; test “Differential type of reflection”; Cognitive Emotion Regulation Questionnaire and the author’s self-assessment questionnaire of metacognitive behavior “Metacognitive skills in the structure of educational and professional activities”. It is shown that the level of subjective well-being differs significantly depending on the level of metacognitive involvement. A positive effect is also exerted by a high index of positive emotions, a greater level of extraversion and conscientiousness, and a low level of neuroticism. The data obtained can be helpful in developing programs for forming and reforming individual metacognitive strategies that contribute to successful adaptation and maintaining subjective well-being maintenance.
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来源期刊
CiteScore
1.80
自引率
37.50%
发文量
31
审稿时长
12 weeks
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