Monteiro Nicole M, Balogun Shyngle K, Oratile Kutlo N
Department of Psychology, University of Botswana, Private Bag 00775, Gaborone, Botswana.
Int J Adolesc Youth. 2014 Jun;19(2):153-173. doi: 10.1080/02673843.2014.908784. Epub 2014 May 12.
This study focused on the influence of gender, age and emotion regulation on coping strategies among university students in Botswana. Sixty-four males and 64 females, ranging in age from 18 to 29 years completed the Difficulty in Emotion Regulation Scale and the Coping Strategy Inventory. Female students used wishful thinking and problem-focused disengagement more than male students; however, there were no other significant gender differences in coping strategies. Older students were more likely to use problem-solving, cognitive restructuring and express emotion coping strategies. In addition, problems in emotion regulation significantly predicted problem-and emotion-focused engagement, problem- and emotion-focused disengagement and coping strategies. There was a unique finding that non-acceptance of emotional responses, a type of emotion suppression, was positively correlated with problem solving, cognitive restructuring, expressing emotion, social support, problem avoidance and wishful thinking coping strategies. Cultural context and implications for student well-being and university support are discussed.
本研究聚焦于性别、年龄和情绪调节对博茨瓦纳大学生应对策略的影响。64名年龄在18至29岁之间的男性和64名女性完成了情绪调节困难量表和应对策略量表。女学生比男学生更多地使用如意算盘和以问题为中心的脱离策略；然而，在应对策略方面没有其他显著的性别差异。年龄较大的学生更有可能使用解决问题、认知重构和表达情绪的应对策略。此外，情绪调节问题显著预测了以问题和情绪为中心的参与、以问题和情绪为中心的脱离以及应对策略。有一个独特的发现，即对情绪反应的不接受（一种情绪抑制类型）与解决问题、认知重构、表达情绪、社会支持、问题回避和如意算盘应对策略呈正相关。文中还讨论了文化背景以及对学生幸福感和大学支持的影响。
