IF IT CHANGES IT MUST BE A PROCESS - STUDY OF EMOTION AND COPING DURING 3 STAGES OF A COLLEGE-EXAMINATION
IF IT CHANGES IT MUST BE A PROCESS - STUDY OF EMOTION AND COPING DURING 3 STAGES OF A COLLEGE-EXAMINATION
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DOI：
10.1037/0022-3514.48.1.150
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发表时间：
1985-01-01
影响因子：
7.6
通讯作者：
LAZARUS, RS
中科院分区：
文献类型：
--
作者：
FOLKMAN, S;LAZARUS, RS
这一自然实验为以下主要主题提供了坚实的证据，这些主题基于以认知为导向的、以过程为中心的压力和应对理论：首先，应激性遭遇应该被视为一个动态的、展开的过程，而不是一个静态的、单一的事件。情绪和应对(包括对社会支持的利用)在期中考试的三个阶段进行了评估：考试前的预期阶段，考试后和成绩公布前的等待阶段，以及成绩公布后。对于整个群体来说，在三个阶段中，情绪和应对方式(包括对社会支持的使用)发生了显着变化。其次，在相遇的每个阶段，人们都会经历看似矛盾的情绪和心理状态。例如，在这项研究中，受试者既经历了威胁情绪，也经历了挑战情绪。情绪及其认知评价的复杂性反映了对考试的多面性及其意义的模棱两可，特别是在预期阶段。第三，应对是一个复杂的过程。平均而言，受试者在考试的每个阶段都使用了大多数可用的以问题为中心的应对方式和以情绪为中心的应对方式的组合。不同的应对方式在期待和等待阶段表现显著。以问题为中心的应对和强调积极的应对在前者更为突出，而在后者更为突出。最后，尽管在每个阶段都有正常的共同情绪反应，但个体差异仍然很大。使用选定的评估和应对变量，并考虑到平均绩点(GPA)，约48%的预期阶段威胁和挑战情绪的差异被解释。在结果阶段，由于收到的等级、评价和应对变量而导致的差异控制可以解释积极和消极情绪的差异的28%。包括年级在内，57%的结果积极情绪和61%的消极情绪是可以解释的。
This natural experiment provides substantial evidence for the following major themes, which are based on a cognitively oriented, process-centered theory of stress and coping: First, a stressful encounter should be viewed as a dynamic, unfolding process, not as a static, unitary event. Emotion and coping (including the use of social support) were assessed at three stages of a midterm examination: the anticipation stage before the exam, the waiting stage after the exam and before grades were announced, and after grades were posted. For the group as a whole there were significant changes in emotions and coping (including the use of social support) across the three stages. Second, people experience seemingly contradictory emotions and states of mind during every stage of an encounter. In this study, for example, subjects experienced both threat emotions and challenge emotions. The complexity of emotions and their cognitive appraisals reflects ambiguity regarding the multifaceted nature of the exam and its meanings, especially during the anticipation stage. Third, coping is a complex process. On the average, subjects used combinations of most of the available forms of problem-focused coping and emotion-focused coping at every stage of the exam. Different forms of coping were salient during the anticipation and waiting stages. Problem-focused coping and emphasizing the positive were more prominent during the former, and distancing more prominent during the latter. Finally, despite normatively shared emotional reactions at each stage, substantial individual differences remained. Using selected appraisal and coping variables, and taking grade point averages (GPA) into account, approximately 48% of the variances in threat and challenge emotions at the anticipation stage was explained. Controlling for variance due to the grade received, appraisal, and coping variables accounted for 28% of the variance in positive and negative emotions at the outcome stage. Including grade, 57% of the variance in positive emotions at outcome and 61% of the negative emotions at outcome were explained.