摘要
目的探讨高中生认知灵活性的潜在类别及其与情绪弹性的关系。方法采用整群随机抽样方法,选取河北省某中学1708名高中生作为研究对象,运用高中生认知灵活性问卷与青少年情绪弹性问卷进行测量。通过潜在剖面分析对高中生认知灵活性进行分类,并运用方差分析探讨认知灵活性潜在类别与情绪弹性的关系。结果高中生认知灵活性可分为灵活型(22.1%)、中等型(68.1%)和僵化型(9.8%)3种潜在类别。认知灵活性总分及各维度得分与情绪弹性总分及各维度得分均呈显著正相关(r=0.35~0.60,均P<0.001)。认知灵活性不同潜在类别高中生的情绪弹性总分及其各维度得分均存在显著差异(均P<0.001)。具体表现为:灵活型>中等型>僵化型,且两两比较差异均有统计学意义(P<0.05或P<0.01或P<0.001)。结论高中生认知灵活性存在异质性,且其潜在类别与情绪弹性密切相关。相关教育工作者应关注认知灵活性水平较低的高中生,并开发认知灵活性干预策略,以提升其情绪弹性水平。
Objective To explore the potential categories of senior high school students’cognitive flexibility and their relationships with emotional resilience.Methods A total of 1708 senior high school students from a middle school in Hebei Province were selected by using a cluster random sampling method,and measured by using the cognitive flexibility questionnaire for senior high school students and the emotional resilience questionnaire for adolescents.The cognitive flexibility of senior high school students was classified by latent profile analysis,and the relationships between the potential categories of cognitive flexibility and emotional resilience were examined by analysis of variance.Results Senior high school students’cognitive flexibility was classified into three potential categories:flexible(22.1%),moderate(68.1%),and rigid(9.8%).The total score of cognitive flexibility and the scores of all dimensions were positively correlated with total score and the scores of all dimensions of emotional resilience(r=0.35-0.60,all P<0.001).There were significant differences in the total emotional resilience scores and scores across all dimensions among high school students with different potential categories of cognitive flexibility(all P<0.001).The specific manifestations were:flexible>moderate>rigid,and the differences between them were statistically significant(P<0.05,P<0.01,or P<0.001).Conclusion Cognitive flexibility of senior high school students is heterogeneous,and its potential categories are closely related to emotional resilience.Relevant educators should pay attention to senior high school students with low cognitive flexibility and implement targeted intervention strategies to improve their emotional resilience.
作者
王叶影
魏秀超
贾宁
WANG Yeying;WEI Xiuchao;JIA Ning(College of Education,Hebei Normal University,Shijiazhuang 050024,Hebei Province,China;Qinhuangdao No.1 Middle School,Qinhuangdao 066000,Hebei Province,China)
出处
《教育生物学杂志》
2025年第4期259-263,共5页
Journal of Bio-education
基金
河北省教育科学“十四五”规划重点资助课题(2202090)。
关键词
认知灵活性
情绪弹性
潜在剖面分析
高中生
cognitive flexibility
emotional resilience
latent profile analysis
senior high school students
