共同冗思的概念、测量和理论解释

doi:10.16187/j.cnki.issn1001-4918.2016.05.14

摘要/Abstract

摘要： 共同冗思指个体在双向关系中过度讨论个人问题的行为。共同冗思对个体产生适应权衡效应，即它不仅与积极的友谊属性有关，还与抑郁和焦虑等内化问题相关。以往研究主要分析共同冗思的性别差异、发展特点及其在不同亲密关系中的表现。结果发现共同冗思的适应权衡效应在女性群体中比在男性群体中更为突出，在青少年群体中比在儿童群体中更为突出。研究者主要从同伴传染、压力生成、共情痛苦以及生理机制等角度解释共同冗思与内化问题的关系。友谊等亲密关系中的共同冗思对个体适应的负面影响难以察觉，它可以作为个体抑郁和焦虑等内化问题的危险信号。后续研究可以从考察共同冗思的人格以及环境影响因素等角度深化对该主题的理解。

关键词: 共同冗思, 共情痛苦, 同伴传染, 适应权衡效应, 内化问题

Abstract: Co-rumination refers to excessive discussion of personal problems within a dyadic relationship. It brings about the adjustment trade-offs for individuals. Specifically, co-rumination is not only related to the positive aspects of friendships, but also related to one's internalizing problems such as depression and anxiety. Previous research mainly investigated such themes as gender differences, developmental characteristics, and manifestations in different close relationships of co-rumination. Findings indicated that the adjustment trade-offs produced by co-rumination were more salient in females than in males, and were more salient in adolescence than in childhood. The relationship between co-rumination and individuals' internalizing problems was explained through certain perspectives including peer contagion, stress generation, empathetic distress and physiological mechanisms. Detecting the negative impacts of co-rumination on individuals' adjustment in close relationships such as friendships might be difficult and co-rumination can be taken as a risk signal of one's internalizing problems such as depression and anxiety. The topic concerning co-rumination could be deepened in the future research by testing personality and social environment as potential predictors.

Key words: co-rumination, empathetic distress, peer contagion, adjustment trade-offs, internalizing problems

中图分类号:

B844

范翠英, 褚晓伟, 王明忠, 周宗奎. 共同冗思的概念、测量和理论解释[J]. 心理发展与教育, 2016, 32(5): 631-640.

FAN Cuiying, CHU Xiaowei, WANG Mingzhong, ZHOU Zongkui. Co-rumination: Conceptualization, Measurements and Theoretical Explanation[J]. Psychological Development and Education, 2016, 32(5): 631-640.

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