Investigation on the Situation and Related Factors of Cognitive Emotion Regulation and Coping Style of Nursing College Students
|School||Southern Medical University,|
|Keywords||Acknowledge Emotion regulation Nurse Undergraduate course Specialist Coping styles|
Research purposes to use the theory of emotional psychology cognitive emotion regulation of nursing students to conduct research to understand the characteristics of current cognitive emotion regulation of nursing college students to explore the influencing factors of cognitive emotion regulation and its relationship with coping style guidelines for more effective implementation of the nursing profession of teaching and to provide a theoretical basis for the development of teaching plans and objectives. Research methods, the design of the questionnaire: According to the study purpose to design a general questionnaire; Chinese version cognitive emotion regulation the questionnaire (CERQ scale), contains nine kinds of cognitive coping strategies; Shaw plans coping style questionnaires (Coping Style Question . CSQ) (third edition). 2, established research object: Guangzhou Medical School in the school nursing college students as research subjects, stratified random sampling method, layer grade for the class as a unit, the proportion of 20%, and 707 were taken care University as an object of study, concentrated survey, a total of 707 questionnaires were distributed and 682 valid questionnaires, 96.5% efficiency. 89 boys and 593 girls, with an average age of 21.22 ± 1.25 years. 3, Statistics and Analysis: the data entry spss13.0 software, statistical methods using descriptive statistical analysis, t test, analysis of variance, correlation analysis, and stepwise multiple regression analysis. Cognitive emotion regulation factors results (1) 682 nursing students descending order: renewed focus on planning and positive re-evaluation of the score tied for the highest, followed to accept self-blame, actively renewed focus, meditation, rational analysis, and blame others, catastrophizing. ② Nursing Students' cognitive emotion regulation differences in grade main effect. In self-blame, acceptance, meditation, positive renewed focus, refocus on the plan, positive re-evaluation of the factors on the difference was statistically significant, and for first-year gt; sophomore gt; third and fourth grades. Overall, the cognitive emotion regulation in the first grade in the grade main effect gt; sophomore gt; grades three, four, the difference was statistically significant (F = 9.234, P lt; 0.05); Different Sources of nursing college students in self-blame and a renewed focus on plans significant, and in rural areas is higher than the district towns, rural areas than in urban catastrophizing; begotten or not there is a statistically significant factor of self-blame, and non-only child higher than the one-child; in school of nursing students and nursing students in self-blame, acceptance, meditation, refocus on the plan, positive re-evaluation of the above student nurses on nursing students at the school, in general cognitive emotion regulation in the main effect on the students and interns higher than the nursing students in the school of nursing students, the difference was statistically significant (t = 3.903, p lt; 0.05); renewed focus on whether or not the effect of the student leaders, plan student cadres and cadres of nursing students and non-students of nursing students The difference was statistically significant, higher than the non-student cadres nursing students and nursing students for student leaders. (3) nursing college students six kinds of response to factor descending order to solve the problem, seek help, fantasy, avoidance, rationalization, self-blame; to use backoff coping style more girls than boys; coping style of nursing students in different grades tend to favor different self-blame, the second year on the choice of coping style retreat gt; grades three, four gt; first grade; nursing students than nursing students at the school in the rationalization coping style; higher than non-students of the student leaders on the problem-solving coping style the cadres; different students, and only with the non-exclusive Health care students a coping style differences were not statistically significant. ④ general nursing college students cognitive emotion regulation with six coping styles have with problem-solving, self-blame, the fantasy was a positive correlation (r = 0.047-0.132, p lt; 0.01). Problem-solving, fantasy, grade joint predict cognitive emotion regulation 5.8% of the variability. Conclusions (1) nursing students cognitive emotion regulation overall trend is positive, but the imbalance in the development of various factors. ② nursing students cognitive emotion regulation is affected by many factors. Nursing college students of different grades, different levels of cognitive emotion regulation various factors on the development is not balanced, high-grade nursing students is less than the low-grade nursing students use adaptive cognitive regulation strategy. Different gender, different students and nursing students and only non-exclusive raw cognitive emotion regulation uneven development of various factors, but generally no difference. Six (3) nursing college students cope with the factor at the middle level, and the face of stress tend to choose \Female nursing students than male nursing students are more likely to select backoff response. The second-year nursing students in the nursing college students more than other grade applications remorse, avoidance coping. (4) cognitive emotion regulation and six kinds of coping styles relevance. Problem-solving, fantasy, grade is a predictor of cognitive emotion regulation.