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目的了解高校新生的共情能力与快感缺失水平及其相关性,为大学生健康人际关系的建立提供依据。方法采用中文版人际反应指针量表(IRI-C)及社会快感缺失量表(RSAS),对随机抽取的合肥市3所高校551名大一新生进行问卷调查。结果一本、二本和大专院校大一新生之间IRI-C总分差异有统计学意义(F=5.436,P<0.01);除观点采择(PT)外,IRI-C其他各因子分组间差异均有统计学意义(P值均<0.01)。一本、二本和大专院校大一新生间RSAS分差异无统计学意义(F=2.766,P=0.064)。与男生相比,女生除PT分外,IRI-C各因子得分均较高,而RSAS得分较低,差异均有统计学意义(P值均<0.05)。RSAS总分与IRI-C总分,PT,FS,EC因子得分均呈负相关,而与PD因子得分呈正相关(P值均<0.05)。结论高考分数较高的学生共情能力较差。共情能力较高者快乐体验的感受能力较高,而过分卷入他人情绪体验者感受快感的能力则较低。
Objective To understand the relationship between college students’ empathic ability and their lack of pleasure and to provide a basis for the establishment of healthy interpersonal relationship among college students. Methods A total of 551 freshmen from 3 universities in Hefei were randomly selected from the Chinese version of the Interpersonal Response Index Scale (IRI-C) and the Social Loss of Arousal Scale (RSAS). The results showed that there was a statistically significant difference in IRI-C scores between the two freshmen and the freshmen in the tertiary institutions (F = 5.436, P <0.01). In addition to PT, the IRI-C other factors The difference was statistically significant (P <0.01). There was no significant difference in RSAS score between one, two and tertiary freshmen (F = 2.766, P = 0.064). Compared with boys, girls except PT, IRI-C factor scores were higher, while RSAS scores were lower, the differences were statistically significant (P all <0.05). RSAS scores were negatively correlated with IRI-C score, PT, FS and EC scores, but positively correlated with PD scores (all P <0.05). Conclusion Students with higher college entrance examination score have poorer empathy ability. Those with higher empathy ability are more likely to experience happiness, while those who are overly involved with others experience lower ability to feel pleasure.