心理壓力

心理壓力（粵拼：sam1 lei5 aat3 lik6；英文：psychological stress）簡單講係指令人覺得緊張嘅一種感受。學術化啲噉講，心理壓力呢樣嘢通常源於行為懲罰嘅出現，例如係四圍嘅環境有危險。當一隻動物感覺到壓力嗰陣，佢個腦會釋放某啲特定種類嘅荷爾蒙同神經傳遞素，呢啲化學物質會啟動個腦嘅某啲特定區域，令到個人喺生理（例如心跳加快）同行為（可以睇吓戰鬥定走佬）上出現變化。

良性壓力

良性壓力（eustress）係指一個人因為受到某啲挑戰而有心理壓力，但佢有足夠嘅能力應付呢啲挑戰，所以有形成一個有壓力但愉快嘅經驗。例子可以睇吓心流體驗。

惡性壓力

長期承受大得滯嘅心理壓力會對個人造成各種唔好嘅影響。惡性壓力（distress）指一個人因為受到某啲挑戰而有心理壓力，同時冇足夠嘅能力應付呢啲挑戰，所以有形成一個有壓力而且感受到恐懼等負面情緒嘅經驗。

例如係記憶力噉，喺動物身上做嘅研究發現，長期嘅壓力（例如係成日見到天敵）會搞到大家鼠嘅海馬體功能受負面影響，海馬體係幫手做記憶入碼過程嘅腦區，所以海馬體受損會引致記憶力衰退^[1]。喺人類研究方面，又有研究發現，喺高壓力嘅環境之下學習會令到回想學習內容嘅能力下降^[2]：有研究試過搵咗 48 個身體健康嘅大學生返嚟做受試者，佢哋當中有啲喺實驗開始之前要將隻手浸喺冰凍嘅水入面浸幾分鐘（令佢哋覺得唔舒服），跟手啲受試者全人都去做一個自由回想作業，記住同回想一柞字；實驗結果顯示，手浸過落冰凍水入面嗰啲受試者表現差啲－同冇浸過手落冰凍水嘅受試者比起上嚟，佢哋回想到嘅字少咗 30%。類似嘅實驗同樣顯示，壓力普遍會令到記憶表現變差^[3]^[4]。

理論

資源保存理論（COR）係一套有關心理壓力嘅理論。

根據 COR，壓力可以用「資源」嘅概念嚟想像。COR 所講嘅「資源」，係泛指一啲個人會珍惜嘅嘢，好似係屋企人、朋友、錢財同埋身分認同呀噉。而心理壓力就通常係嚟自三樣嘢^[5]：

預想資源有可能會冇咗；（睇埋焦慮）
資源真係冇咗；或者
投放咗資源想得到新資源，但得唔到。

「邊啲資源重要啲」呢樣嘢可以視個人同文化而有異^[6]。

行為相關

生理相關

睇埋

引咗

↑ Conrad C.D. (2010). "A critical review of chronic stress effects on spatial learning and memory". Progress in Neuro-Psychopharmacology & Biological Psychiatry. 34 (5): 742–755.
↑ Schwabe, L.; Wolf, O.T. (2010). "Learning under stress impairs memory formation". Neurobiology of Learning and Memory. 93 (2): 183–188.
↑ Schwabe, L.; Wolf, O.T. (2009). "The context counts: Congruent learning and testing environments prevent memory retrieval impairment following stress". Affective & Behavioral Neuroscience. 9 (3): 229–236.
↑ Schwabe, L.; Bohringer, A.; Wolf, O.T. (2009). "Stress disrupts context-dependent memory". Learning and Memory. 16 (2): 110–113.
↑ Halbesleben, J.B.; Paustian-Underdal, S.C.; Westman, M (2014). "Getting to the "COR": Understanding the Role of Resources in Conservation of Resources Theory". Journal of Management. 40 (5): 1334-1364.
↑ Hobfoll, S. E. (2001). The influence of culture, community, and the nested‐self in the stress process: Advancing conservation of resources theory. Applied psychology, 50(3), 337-421.

[1] Conrad C.D. (2010). "A critical review of chronic stress effects on spatial learning and memory". Progress in Neuro-Psychopharmacology & Biological Psychiatry. 34 (5): 742–755.

[2] Schwabe, L.; Wolf, O.T. (2010). "Learning under stress impairs memory formation". Neurobiology of Learning and Memory. 93 (2): 183–188.

[3] Schwabe, L.; Wolf, O.T. (2009). "The context counts: Congruent learning and testing environments prevent memory retrieval impairment following stress". Affective & Behavioral Neuroscience. 9 (3): 229–236.

[4] Schwabe, L.; Bohringer, A.; Wolf, O.T. (2009). "Stress disrupts context-dependent memory". Learning and Memory. 16 (2): 110–113.

[5] Halbesleben, J.B.; Paustian-Underdal, S.C.; Westman, M (2014). "Getting to the "COR": Understanding the Role of Resources in Conservation of Resources Theory". Journal of Management. 40 (5): 1334-1364.

[6] Hobfoll, S. E. (2001). The influence of culture, community, and the nested‐self in the stress process: Advancing conservation of resources theory. Applied psychology, 50(3), 337-421.

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