新冠疫情下某军校学员情绪调节方式、焦虑与心理应激的关系研究

A Study on the Relationship between Mode of Emotion Regulation, Anxiety and Psychological Stress of Cadets in a Military Academy under COVID-19

摘要: 目的：探究军校学员情绪调节方式、焦虑与心理应激的关系。方法：采用军人情绪调节方式量表、焦虑自评量表、军人心理应激自评问卷对某军校某大队学员220人进行调查。结果：① 情绪调节方式使用频率由高到低依次为自我安慰，情感求助，行为抑制，认知重视；心理应激较高的军校学员有11人(5%)；② 相关分析显示心理应激与认知重视、行为抑制呈正相关(P < 0.01)，而与情感求助、自我安慰呈负相关(P < 0.01)；焦虑与认知重视呈正相关(P < 0.01)，而与自我安慰呈负相关(P < 0.01)；焦虑与心理应激呈正相关(P < 0.01)；③ 多元回归分析显示情绪调节方式、焦虑对心理应激的影响程度达到30.6%，认知重视显著正向影响心理应激(t = 4.268, P < 0.001)，情感求助显著负向影响心理应激(t = −3.892, P < 0.001)；焦虑显著正向影响心理应激(t = 4.451, P < 0.001)；④ 中介效应模型显示，焦虑分别在认知重视、自我安慰对心理应激的影响中起部分中介作用，间接效应值分别是0.492，−0.248。结论：军校学员情绪调节方式、焦虑与心理应激密切相关，应积极引导学员们使用情感求助和自我安慰的情绪调节方式，降低认知重视、行为抑制的使用频率，以期提高军校学员的心理健康。

Abstract: Objective: To explore the relationship between emotional regulation, anxiety and psychological stress of military cadets. Methods: Emotion regulation questionnaire for armymen (AERTQ)、self-rating anxiety scale (SAS) and psychological stress self-evaluation test (PSET) were adopted to investigate 220 cadets in a military academy. Results: ① Among the military cadets, the scores for emotional regulation strategies were the highest for self-comfort, followed by seeking emotional help, behavioral inhibition and cognitive attention; There were 11 cadets with high psychological stress; ② Correlation analysis showed that psychological stress was positively correlated with cognitive emphasis and behavioral inhibition (P < 0.01), but was negatively correlated with emotional help-seeking and self-comfort (P < 0.01). Anxiety was positively correlated with cognitive emphasis (P < 0.01), but negatively correlated with self-comfort (P < 0.01); Anxiety was positively correlated with psychological stress (P < 0.01). ③ Multiple regression analysis showed that emotional regulation mode and anxiety had 30.6% influence on psychological stress. Cognitive emphasis had a significant positive effect on psychological stress (t = 4.268, P < 0.001), emotional help-seeking significantly negatively affected psychological stress (t = −3.892, P < 0.001); Anxiety significantly positively affected psychological stress (t = 4.451, P < 0.001); ④ Mediating effects models show that anxiety plays a partial mediating role in the effect of cognitive attention and self-comfort on psychological stress, with the indirect effect values of 0.492 and −0.248 respectively. Conclusion: The emotional regulation mode, anxiety and psychological stress of cadets are closely related. In order to improve the mental health of cadets, it is necessary to guide the cadets to use emotion seeking help and self-comfort, reduce the frequency of cognitive attention and behavioral inhibition.