Waibel-Duncan M K, Sandler H M
Department of Psychology, 400 East 2nd Street, Bloomsburg University, Bloomsburg, PA 17815, USA.
Child Maltreat. 2001 Feb;6(1):50-8. doi: 10.1177/1077559501006001005.
Smith and Lazarus's 1990 and 1993 theory of cognition-emotion associations guided this exploration of individuals' pre-exam experiences. The study also tested the model's integrity during a stressful event and examined its downward extension to children. A total of 47 girls ages 8 to 14 (M = 11.57, SD = 2.14) and 109 adult guardians of female patients (all ages) completed a brief questionnaire about their pre-exam thoughts and feelings. The majority of participants viewed the impending exam as important and desirable, reported optimism and confidence in their ability to cope or adjust, and described mild-moderate anxiety as well as moderate-high hope/gladness. The majority of adults also reported relatively high levels of sadness. Data supported the model's cognition-emotion associations. This theory-driven research offers a richer understanding of children who may have been sexually abused and their supportive adult guardians and encourages more positive and realistic expectations for these individuals.
史密斯和拉扎勒斯1990年及1993年提出的认知-情绪关联理论指导了此次对个体考前经历的探究。该研究还在压力事件期间测试了模型的完整性，并考察了其向下延伸至儿童群体的情况。共有47名8至14岁的女孩（M = 11.57，SD = 2.14）以及109名女性患者的成年监护人（各年龄段）填写了一份关于他们考前想法和感受的简短问卷。大多数参与者认为即将到来的考试重要且值得期待，报告了对自身应对或调整能力的乐观态度和信心，并描述了轻度至中度的焦虑以及中度至高程度的希望/喜悦。大多数成年人还报告了相对较高水平的悲伤情绪。数据支持了该模型的认知-情绪关联。这项基于理论的研究有助于更深入地理解可能遭受过性虐待的儿童及其给予支持的成年监护人，并鼓励对这些个体抱有更积极和现实的期望。
