Research On Attention Bias Of Graduate Students With Different Coping Styles To Emotional Stimulation Under Stress

Objective and significanceStrong or persistent psychological pressure will have negative effects on people's body,psychology and behavior,resulting in lower work and learning efficiency,lower quality of life and lack of meaning in Iife.In the face of stress events,coping style has a regulating effect on stress response,and emotional attention regulation also plays an important role in this process.This study aims to explore the auditory,visual and cross-channel characteristics of emotional attention bias of graduate students with different coping styles in stressful situations through experimental research,and further elaborate the specific role of stress and coping styles in graduate students' attention selection of emotional stimuli.Methods and Subjects60 full-time postgraduates of a university in Guangdong were recruited to participate in the experiment,and the coping tendency of individuals was tested by the simple coping style questionnaire.The subjects were divided into the positive coping style group and the negative coping style group,and the subjects with different coping styles were simply randomly divided into the stress situation experimental group and the non-stress situation control group.The negative attention bias subjective report and the incidence of daily stress events and subjective stress perception were investigated by negative attention bias questionnaire and life event scale.The pressure situation was set for the subjects in the experimental group,and the point detection paradigm was used to measure the emotional attention bias of the auditory channel,visual channel and cross-auditory and visual channel of the subjects with different coping styles.Results1.There is no significant gender difference in the negative attention bias of graduate students reports(t(55)=-1.15,P>0.05),graduate students with negative coping style had higher scores of negative attention bias in subjective report than those with positive coping style(t(55)=-2.09,P<0.05).2.There was no difference in the incidence of stress in interpersonal relationship(t(55)=-0.84,P>0.05),learning stress(t(55)=-1.70,P>0.05)and punishment(t(55)=0.24,P>0.05)dimensions between the groups with different coping styles.The incidence of stress in loss(t(55)?-2.28,P<0.05),health adaptation(/(55)?-2.16,P<0.05),other(z(55)=-2.50,P<0.05)and total daily stress(t(55)=-2.58,P<0.05)dimensions was lower in the positive coping styles group than in the negative coping styles group.There was no difference in the intensity of stress stimulation in interpersonal relationship(t(55)=-1.88,P>0.05)between the groups with different coping styles.The intensity of stress stimulation in learning pressure(t(55)=-2.21,P<0.05),punishment(t(55)=-2.13,p<0.05),loss(t(55)=-2.50,P<0.05),health adjustment(t(55)=-2.82,P<0.05),other(t(55)=-3.26,P<0.05)and total daily stress(t(55)=-3.05,P<0.05)dimensions of the positive coping style group was lower than that of the negative coping style group.3.The emotional attention bias of graduate students in the stress situation found that the negative stimuli reached the edge of significant attention avoidance in the auditory channel(t(13)=-2.06,P=0.061),to promote positive stimuli in the visual channel(t(1)=-4.15,P<0.O001),and to avoid neutral stimuli in the cross-channel(t(13)=-2.94,P<0.05).4.Positive coping style in the stressful situation the subjects only found attentional avoidance of positive voices across the channel(t(14)=-2.31,P<0.05).5.For the negative coping style in the non-stressful situation,graduate students paid significant attention to the marginal stimulation of negative face presented in 500ms(t(14)=2.05,P?0.059),and to the stimulus of neutral face presented in 2000ms(t(14)=-4.98,P<0.001).6.The positive coping style of the stress-free situation is independent from the facilitation of the negative face stimulus presented in 500ms(t(12)=-2.23,p<0.05)and the attention promotion of the neutral face stimulus presented in 2000ms(r(12)=-3.73,P<0.01)·Conclusions1.Graduate students with negative coping style are more likely to be attracted by negative emotions or difficult to transfer.2.Graduate students with negative coping style have stronger stress experience.3.Under the pressure situation,the graduate students who adopted the negative coping style showed attention inhibition to the negative emotional stimulation,and increased attention allocation to the positive emotional stimulation;Students with positive coping style showed attentional avoidance of positive emotional stimulation.4.Graduate students with negative coping style under no pressure are more likely to be activated by negative emotional stimulation,and have attentional inhibition on positive emotional stimulation;Graduate students with positive coping style have good attention transfer ability to negative emotional stimulation.5.All graduate students with different coping styles show attention preference to neutral emotional stimulation under no pressure.