Abstract: Childhood abuse is an important public health problem, which happened in all spaces. As the progress of social civilization, it has gradually become a hot issue in the field of child research. More and more scholars have paid widespread attentions to the field of childhood abuse. Childhood abuse often brings irreparable psychological trauma to children, resulting in personality, psychology and behavior disorder, affecting extensive unfavorable effects and hazards to the children’s mental health and growth. Moreover, this harm may last whole life of a person. The current researches about child abuse are principally focused on the methods of abuse prevention and intervention and on the harm of abuse. In terms of the harm of abuse, many scholars have researched the relationships between childhood abuse and some psychological natures about emotions, yet the relationship between childhood abuse and regulatory emotional self-efficacy has not got great concern and still has a long way to go. The idea of regulatory emotional self-efficacy (RESE), originated from Bandura’s self-efficacy theory, essentially refers to the sense of self-confident of an individual based on subjective evaluation to his/her emotion regulation abilities. The RESE plays a vital role when individuals meet various emotional events and need to manage their emotions. To some extent, it can ease emotional tension and maintain self-adjusting mechanism and can promote the development of mental health. Thus this paper tried to explore the relationship between childhood abuse and regulatory emotional self-efficacy in college students from the perspective of positive psychology. Childhood Trauma Questionnaire-Short Form(CTQ-SF) and Regulatory Emotional Self-Efficacy Questionnaire were administered to the sample consisting of 472 college students. The survey of CTQ-SF was manipulated retrospectively. Totally 450 questionnaires were valid. One normal group, as controls, was set up and composed of 43 college students who hadn’t been suffered from abuse in childhood. Three experimental groups were established, i.e. EAEN group(n=37) who had experienced emotional abuse accompanying emotional neglect, EAPN group(n=31) who had experienced emotional abuse accompanying physical neglect, and ENPN group(n=39) who had experienced emotional neglect accompanying physical neglect. The results showed that: (1) Relevance ratio of childhood abuse in college students was 47.1%. The incidences of physical abuse, emotional abuse, sexual abuse, physical neglect and emotional neglect were 7.3%, 40.2%, 12.0%, 42.1%, and 41.3%, respectively. (2) Canonical correlation analysis suggested that the correlation between childhood abuse and regulatory emotional self-efficacy was moderate in college students. Canonical variables explained 34.5% of the variance in childhood abuse, 36.8% in regulatory emotional self-efficacy, with the redundancy indexes as 6.7 and 7.2 respectively. (3) EAEN and ENPN group were significantly higher than EAPN in perceived self-efficacy in managing anger/irritation(ANG). The controls were significantly higher than the three experimental groups in perceived self-efficacy in expressing positive affect(POS). These findings suggest that the college students who had experienced childhood abuse may have lower regulatory emotional self-efficacy. There may be moderate correlation between childhood abuse and regulatory emotional self-efficacy in college students.

Key words: childhood abuse, regulatory emotional self-efficacy, college students

摘要： 探讨大学生儿童期虐待与情绪调节自我效能感(RESE)的关系。采用儿童期虐待问卷和情绪调节自我效能感量表调查472名大学生，筛选未受虐待者为对照组，并设定情感虐待伴情感忽视(EAEN)、情感忽视伴躯体忽视(ENPN)和情感虐待伴躯体忽视(EAPN)共3个实验组。结果表明：⑴躯体虐待、情感虐待、性虐待、躯体忽视和情感忽视发生率分别为7.3%、40.2%、12.0%、42.1%、41.3%；⑵典型相关分析发现，虐待和RESE的整体相关显著，虐待变量和RESE变量可被自身典型变量解释的比例分别为34.5%和36.8%，冗余指数分别6.7和7.2；⑶EAEN和ENPN组调节生气/愤怒情绪效能感得分显著高于EAPN组，对照组调节积极情绪效能感得分显著高于3个实验组。

关键词: 儿童期虐待, 情绪调节自我效能感, 大学生