高校生の認知的個人差が心理的ストレスに及ぼす影響

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The purpose of this study was to investigate the effect of individual differences in cognitive responses (attributional style, irrational beliefs) on psychological stress responses. Subjects were 211 senior high school students (90 males and 121 females) in a public school offering the Regular Course, the English Course and the Science/Mathematics Course, in a suburban district of Tokyo. Trait anxiety (STAI-T; Spielberger et al., 1970), attributional style (ASQ; Peterson et al., 1982), irrational beliefs, subjective appraisal of adjustment to school, and psychological stress responses were measured as variables. First, the Japanese high school version of scales measuring irrational beliefs, subjective appraisal of adjustment to school, and psychological stress responses were developed, because they had not yet been validated psychometrically. The results of factor analyses revealed that irrational beliefs of senior high school students had a 4-factor structure (self expectation, ethical blame, dependence, and problem avoidance), which differed from the structure for the adult population. Three factors were extracted from each scale: general school life, academic activity, and club activity for the scale of subjective appraisal of adjustment to school; and helplessness, irritated-angry feeling, and depressive-anxious feeling for the scale of psychological stress responses, respectively. Second, the results of multiple regression analyses (independent variables: trait anxiety, attributional style, and irrational beliefs; dependent variables: subjective appraisal of adjustment to school and psychological stress responses) revealed that those students who had irrational beliefs of self expectation and problem avoidance tended to have low subjective appraisal of adjustment to school in general. And those students who had high trait anxiety, or internal attributional style or uncontrollability in negative situations, or who attributed their success to unstable or external causes, tended to show various psychological stress responses. Finally, the significance of measuring psychological stress responses, from the viewpoint of health psychology, and the ways of conducting mental health studies in senior high school students is discussed.
早稲田大学の論文
1994-03-25

高校生の認知的個人差が心理的ストレスに及ぼす影響

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