CAJ | 학술논문

探讨大学生儿童期虐待与情绪调节自我效能感（RESE）的关系。采用儿童期虐待问卷和情绪调节自我效能感量表调查472名大学生，筛选未受虐待者为对照组，并设定情感虐待伴情感忽视（EAEN）、情感忽视伴躯体忽视（ENPN）和情感虐待伴躯体忽视（EAPN）共3个实验组。结果表明（1）躯体虐待、情感虐待、性虐待、躯体忽视和情感忽视发生率分别为7．3％、40．2％、12．0％、42．1％、41．3％；（2）典型相关分析发现，虐待和RESE的整体相关显著，虐待变量和RESE变量可被自身典型变量解释的比例分别为34．5％和36．8％，冗余指数分别6．7和7．2；（3）EAEN和ENPN组调节生气／愤怒情绪效能感得分显著高于EAPN组。对照组调节积极情绪效能感得分显著高于3个实验组。
탐토대학생인동기학대여정서조절자아효능감（RESE）적관계。채용인동기학대문권화정서조절자아효능감량표조사472명대학생，사선미수학대자위대조조，병설정정감학대반정감홀시（EAEN）、정감홀시반구체홀시（ENPN）화정감학대반구체홀시（EAPN）공3개실험조。결과표명（1）구체학대、정감학대、성학대、구체홀시화정감홀시발생솔분별위7．3％、40．2％、12．0％、42．1％、41．3％；（2）전형상관분석발현，학대화RESE적정체상관현저，학대변량화RESE변량가피자신전형변량해석적비례분별위34．5％화36．8％，용여지수분별6．7화7．2；（3）EAEN화ENPN조조절생기／분노정서효능감득분현저고우EAPN조。대조조조절적겁정서효능감득분현저고우3개실험조。
Childhood abuse is an important public health problem. It has gradually become a hot issue in the field of child research.More and more scholars have paid attention to the field of childhood abuse. Childhood abuse often brings irreparable psychological trau-ma to children, resulting in personality, psychology and behavioral disorder, affecting extensive unfavorable effects and hazards tochildren＇s mental health and growth. Moreover, this harm may last during a person＇s whole fife . The current research about child abuseare principally focused on the methods of abuse prevention and intervention and on the harm of abuse. In terms of the harm of abuse,many scholars have researched the relationships between childhood abuse and emotions, yet the relationship between childhood abuseand regulatory emotional self- efficacy has not been properly addressed. The idea of regulatory emotional self - efficacy （RESE） , originated from Bandura＇s self - efficacy theory, essentially refers to thesense of self - confidence of an individual based on subjective evaluation of his/her ability to regulate emotions. The RESE plays a vitalrole when individuals meet various emotional events and need to manage their emotions. To some extent, it can ease emotional tensionand maintain their self - adjusting mechanism and can enhance mental health. Thus this paper tried to explore the relationship betweenchildhood abuse and regulatory emotional self - efficacy in college students from the perspective of positive psychology. The Childhood Trauma Questionnaire - Short Form （ CTQ - SF） and the Regulatory Emotional Self - Efficacy Questionnaire wereadministered to the samples consisting of 472 college students. The survey of the CTQ - SF was manipulated retrospectively. Totally 450questionnaires were valid. One normal group, as controls, was set up and composed of 43 college students who had not suffered from a-buse in childhood. Three experimental groups were established, i. e. , the EAEN group （ n = 37 ） who had experienced emotional abuseaccompanying emotional neglect, the EAPN group （n = 31 ） who had experienced emotional abuse accompanying physical neglect, andthe ENPN group （ n = 39） who had experienced emotional neglect accompanying physical neglect. The results showed that （ 1 ） the Relevance ratio of childhood abuse in college students was 47.1%. The incidences of physical a-buse, emotional abuse, sexual abuse, physical neglect and emotional neglect were 7.3% , 40.2% , 12.0% , 42.1% , and 41.3% , re-spectively. （2） the Canonical correlation analysis suggested that the correlation between childhood abuse and regulatory emotional self- efficacy,was moderate in college students. Canonical variables explained 34.5% of the variance in childhood abuse, 36.8% in regu-latory emotional self - efficacy, with the redundancy indexes of 6.7 and 7.2 respectively. （ 3 ） the EAEN and ENPN groups were signif-icantly higher than the EAPN group in perceived self - efficacy in managing anger/irritation （ANG）. The controls were significantlyhigher than the three experimental groups in perceived self - efficacy in expressing positive affect （POS）. These findings suggest that the college students who experienced childhood abuse may have lower regulatory emotional self - effica-cy. There may be a moderate correlation between childhood abuse and regulatory emotional self - efficacy in college students.