中国科学院心理研究所机构知识库

目的:根据社会实际需要，聚焦于接纳承诺疗法(Acceptance and Commitment Therapy, ACT)中的心理灵活性(Psychological Flexibility) 这一核心概念，探讨数独((Sudoku)相关人群心理灵活性与其相关因素的关系。探讨数独与非数独小学生在认知灵活性和心理灵活性上的差异及两者间的关系，探讨数独小学生父母的养育心理灵活性(Parental Psychological Flexibility)对其子女共情(Empathy)、系统化(Systematization)的预测作用，探讨数独小学生父母认知融合(Cognitive Fusion)对其子女共情的预测作用，探讨数独中学生经验性回避(Experiential Avoidance)对压力的预测作用，检验数独中学生认知灵活性(Cognitive Flexibility)在经验性回避与抑郁、焦虑之间的中介作用，以期为接纳承诺疗法的应用提供支持。

方法:本研究分为三个子研究，研究一:数独与非数独小学生认知灵活性、心理灵活性的比较。数独小学生来源于2016年参加北京市中小学生数独比赛的小学生，发放问卷704份，回收有效问卷655份。非数独小学生组整群抽样于北京市某小学，发放问卷450份，回收有效问卷421份。施测联合瑞文测验((The Combined Raven's Test,CRT),国际情绪图片库(International Affective Picture System,IAPS)以及故事图片排序测验(Picture Sequencing Test)，采用SPSS22.0进行描述性统计分析、独立样本t检验、Pearson相关分析。

研究二:数独小学生父母心理灵活性与其子女共情、系统化的关系。整群选取2016年北京市中小学生数独比赛现场的小学生父母180人，回收有效问卷168份，施测养育心理灵活性问卷((Parental Psychological Flexibility Questionnaire, PPFQ)、接纳与行动问卷第二版(Acceptance and Action Questionnaire-second edition，AAQ一II)、认知融合量表(Cognitive Fusion Questionnaire, CFQ)、儿童共情及系统化特质量表(empathizing / systemizing quotient, child version, EQ-SQ), 使用SPSS22.0进行独立样本t检验、描述性统计分析、Pearson相关分析、线性逐步多元回归分析。

研究三:数独中学生经验性回避、认知灵活性与抑郁、焦虑、压力的关系。整群选取2016年北京市中小学生数独比赛的中学生。发放问卷103份，回收有效问卷90份。施测接纳与行动问卷第二版(AAQ}II),认知融合量表(CFQ)、认知灵活性量表((Cognitive Flexibility Scale CFS),抑郁一焦虑一压力量表((Thc Depression Anxiety Stress Scalc,DASS-21)简

体中文版，采用SPSS22.0进行独立样本t检验、单因素方差分析、描述性统计分析、Pcarson相关分析、线性逐步多元回分析和中介效应检验。

结果:研究品，数独与非数独各年级小学生在认知灵活性上的差异均具有统计学意义(t=2.223-7.8839 P < 0.05);数独与非数独各年级小学生在心理灵活性上的差异均不具有统计学意义((t=0.175- 1.857, P> 0.05);数独各年级小学生的认知灵活性与心理灵活性的相关均不具有统计学意义(r=-0.019 -0.202, P > 0.05) 。

研究二，数独小学生父母养育心理灵活性及其认知解离(CognitiveDefusion, PPFQ-CD)维度、接纳(Acceptance, PPFQ-A.)维度与其子女共情呈正相关(r=0.268-0.359, P < 0.05)，父母养育心理灵活性及其接纳维度与其子女系统化呈正相关(r=0.167, 0.186, P < 0.05);数独小学生父母经验性回避、认知融合与其子女的共情呈负相关(r=-0.246 , -0.269, P < 0.01)，父母的经验性回避、认知融合与其子女的系统化相关不具有统计学意义(r=-0.001，-0.038 9 P > 0.05)。父母的养育心理灵活性对其子女共情具有正向预测作用((β=0.359，P < 0.001)，父母的养育心理灵活性的接纳分维度对其子女的系统化有正向预测作用(β=0.186，P < 0.05);父母的认知融合对其子女的共情具有负向预测作用((β=-0.269，P<0.001)。

研究三，数独中学生经验性回避、认知融合与抑郁、焦虑、压力均呈正相关(r=0.490-0.536， P < 0.01)，经验性回避、认知融合与认知灵活性均呈负相关((r=-0.617，-0.590，P < 0.01)，认知灵活性与抑郁、焦虑、压力均呈负相关(r=-0.565-0.367，P < 0.05);经验性回避正向预测抑郁、焦虑、压力(r=0.383, P < 0.01; β=0.283, P < 0.05; β=0.90, P < 0.001)，认知灵活性负向预测抑郁、焦虑(p=-0.248，P<0.05；β=-0.390，P< 0.01); 认知灵活性在经验性回避与抑郁、焦虑之间发挥着部分中介作用((β=0.248，P < 0.05; p=-0.3909 P < 0.01)，中介效应分别占总效应的比例为28.55%, 45.92%。

结论:第一，数独小学生认知灵活性高于非数独小学生;数独与非数独小学生心理灵活性与没有差异;数独小学生认知灵活性与心理灵活性不相关。

第二，数独小学生父母的养育心理灵活性及其接纳分维度分别对其子女共情、系统化能力具有正向预测作用;数独小学生父母认知融合对其子女共情具有负向预测作用。

第三，数独中学生经验性回避对其压力具有正向预测作用;数独中学生认知灵活性在经验性回避与抑郁、焦虑之间发挥着部分中介作用。

Objective: According to the actual needs of society to focus on the core concept of psychological flexibility in Acceptance and Commitment Therapy and to explore the relationship between Psychological Flexibility and its related factors in populations related Sudoku. To explore the difference of the cognitive flexibility and the psychological Flexibility between the pupils of Sudoku and non-Sudoku, and the relationship between them. To explore the predictive effect of Parental Psychological Flexibility of parents of pupil related Sudoku on their children0s Empathy and Systematization. To explore the predictive effect of Cognitive Fusion of parents of pupil related Sudoku on their childrens Empathy. To explore the predictive effect of Experiential Avoidance on the Stress in middle school students related Sudoku. To test the mediating effect of Cognitive Flexibility on Experiential Avoidance and Depression and Anxiety in middle school students related Sudoku. In order to provide support for application of Acceptance and Commitment Therapy(ACT).

Methods：This study is divided into three sub studies，Study 1:A comparative study of cognitive flexibility and psychological flexibility between the pupils of Sudoku and non-Sudoku. The whole group of 704 subjects were primary and secondary school students from Sudoku competition in Beijing in 2016.And 655 valid questionnaires were collected. In the non-Sudoku group, a total of 450 students were randomly sampled in a primary school in Beijing, and the valid questionnaires were collected for 421. Combined Raven test(CRT),International Affective Picture System(IAPS), Picture Sequencing Test were assessed. SPSS22.0 was used to carry out descriptive statistical analysis, independent sample T-test, Pearson correlation analysis.

Study 2: the relationship between Psychological Flexibility of parents of pupil related Sudoku on their children's Empathy and Systematization. The-whole group of 180 pupil's parents were selected in the field of the primary and secondary school students- Sudoku game in Beijing city in 2016. And 168 valid questionnaires were collected. The Parental Psychological Flexibility Questionnaire(PPFQ)，Acceptance and Action Questionnaire-second edition(AAQ-II ),Cognitive Fusion Questionnaire (CFQ)，Empathizing/Systemizing Quotient(child version，EQ-SQ) were assessed. SPSS22.0 was used to carry out independent sample T-test, descriptive statistical analysis, Pearson correlation analysis, linear stepwise multiple regression analysis.

Study 3: the relationship between Experiential Avoidance, Cognitive Flexibility and Depression, Anxiety, Stress in middle school students related Sudoku. The whole group of 103 middle school students were selected in Beijing city in 2016 the primary and secondary school students in Sudoku game. 90 valid questionnaires were assessed. SPSS22.0 was to carry out independent sample T-test ,one-way ANOVA, descriptive statistical analysis, Pearson correlation analysis, linear stepwise multiple regression analysis and mediating effect test.

Results: In study 1,The difference in cognitive flexibility of pupils of between Sudoku and non-Sudoku is statistically significant in all grades (t=2.223-7.883，P<0.05).There was no significant difference in the psychological flexibility between the students of Sudoku and non-Sudoku in all grades (t=0.175-1.857，P>0.05). There was no statistical significance between the cognitive flexibility and psychological flexibility of the pupils in all grade(=-0.019-0.202，P>0.05).

In study 2, PPlFQ ,PPFQ-CD,PPFQ-A of parents of pupil related Sudoku were positively correlated with their children's EQ(r=0.268-0.359，P<0.05). PPFQ, PPFQ一A of parents were positively correlated with their children's SQ(r=0.167，0.186，P<0.05). AAQ-II, CFQ of parents of pupil related Sudoku were negatively correlated with their children's EQ(r=-0.246，-0.269，P<0.01).There was no statistical significance between AAQ-II, CFQ of parents and their children's SQ(r=-0.001，-0.038，P>0.05). PPFQ of parents has a positive predictive effect on their children's EQ (β=0.359，P<0.001). PPFQ-A of parents has a positive predictive effect on their children's SQ( β=0.186，P<0.05). CFQ of parents has a negative predictive effect on their children's EQ (β=0.269， P<0.001)。

In study 3, AAQ-II, CFQ were positively correlated with Depression (DASS-D), Anxiety(DASS-A), and Stress (DASS-S) in middle school students related Sudoku (r=0.490-0.536，P<0.01). AAQ-II, CFQ Were negatively correlated CFS (r=-0.617，-0.590，P<0.01). CFS was negatively correlated with DASS-D, DASS-A and DASS-S(r=-0.565-0 .367，P<0.05). AAQ-II positively predicted DASS-D， DASS-A，DASS-S(β=0.383，P<0.01; β=0.283，P<0.05; β=0.490，P<0.001). CFS negative predictive DASS-D，DASS-A(β=-0.248，P<0.05 ;p=-0.390，P<0.01). CFS plays a partial mediating role between AAQ-II and DASS-D, DASS-A(β=-0.248，P<0.05 ;β=-0.390，P<0.01). The proportion of the mediating effect to the total effect was 28.55% and 45.92%, respectively.

Conclusion：First of all, The cognitive flexibility of Sudolcu pupils is higher than that of non Sudoku pupils. There are no significant differences in psychological flexibility between the pupils of Sudoku and

non-Sudoku. Sudoku pupils’s cognitive flexibility is not significant related

to psychological flexibility.

Second, PPFQ and PPFQ-A of parents of pupil related Sudoku have a positive predictive effect on their children's EQ, SQ, respectively. CFQ of parents of pupil related Sudoku has a negative predictive effect on their children's EQ.

Third， AAQ-II has a positive predictive effect on DASS-S in middle school students related Sudoku. CFS plays a partial mediating role between AAQ-II and DASS-D， DASS-A in middle school students related Sudoku.