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研究生:邱雅沂
研究生(外文):Chiu,Yai
論文名稱:母親後設情緒理念、教養態度對青少年憂鬱傾向的影響:青少年情緒調節能力的角色
論文名稱(外文):THE EFFECT OF MATERNAL META-EMOTION PHILOSOPHY AND PARENTING STYLE ON ADOLESCENT DEPRESSION—THE ROLE OF EMOTION REGULATION
指導教授:葉光輝葉光輝引用關係王麗斐王麗斐引用關係
指導教授(外文):Yeh, Kuang-huiWang, Li-fei
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:教育心理與輔導學系
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2006
畢業學年度:94
語文別:中文
論文頁數:91
中文關鍵詞:情緒調節能力青少年憂鬱父母教養態度父母後設情緒理念
外文關鍵詞:emotion regulationadolescent depressionparenting styleparental meta-emotion philosophy
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本研究目的為探討青少年情緒調節能力在母親後設情緒理念、教養態度對青少年憂鬱影響之角色,並藉由此次調查來評估目前青少年的憂鬱狀況,以探討形成青少年憂鬱傾向的危險因子。

研究對象為台灣地區十五所公立高中職校一或二年級學生及其主要照顧者,共計有549對親子配對完整資料進行量表施測及分析。在研究工具部分,青少年樣本填答「情緒調整量表」、「雙親教養態度量表」以及「青少年憂鬱量表」,而其主要照顧者填答「父母後設情緒理念量表」。本研究以描述性統計、獨立樣本t檢定、單因子多變量變異數分析、雪費法事後比較、Pearson相關及結構方程模型為分析方法,對所收集的資料進行統計分析與結果討論。

研究結果顯示:

(一)具有憂鬱症狀且需要專業人員進一步評估之高憂鬱傾向的青少年188名,佔全體總樣本比例的16.2%,顯示超過一成六之青少年具有高憂鬱傾向。青少年的性別在其憂鬱傾向上沒有顯著差異影響。

(二)在青少年情緒調能力的五個因素(情緒效能、情緒表達、情緒反省、調整策略及覺察控制)方面,青少男的情緒效能與情緒反省因素上的得分比青少女好,其他三個因素(情緒表達、調整策略、覺察控制)則無性別效果上的差異。

(三)青少年情緒調節能力的中介效果,係存在於母親後設情緒理念的情緒教導型、摒除型及母親關愛與青少年憂鬱傾向之間,即當母親持有教導型的後設情緒理念時,越能表現出關愛的教養態度,這些正向的態度與行為有助於青少年情緒調節能力的生成,並進而防治憂鬱傾向的發生;但在母親持情緒摒除型的態度時則效果相反。再者,青少年情緒調節能力並沒有在母親教導型、摒除型的後設情緒理念、保護的教養態度與青少年憂鬱傾向之間扮演中介角色;若從路徑顯示結果來看,母親情緒教導型、摒除型理念會分別降低或有助於對青少年的過度保護教養態度,而當母親保護青少年的教養態度越高時,則越可能促發青少年的憂鬱傾向。

(四)母親後設情緒理念的不干涉型與母親教養方式、青少年情緒調節能力及憂鬱傾向間均無顯著關聯,然而母親的情緒失控則與青少年憂鬱傾向有直接的影響路徑關係。

最後,根據研究結果,本文對家長、學校及研究者提出相關的具體建議以供參考。
The main purpose of this study was to explore the role of adolescent’s emotion regulation in the relationship between parental meta-emotion philosophy, parenting style, and adolescent depression.

The participants in this study were 549 mother-child dyads, in which children were students recruited from fifteen senior high or senior vocational schools in Taiwan. Adolescents filled out instruments including "Emotion Regulation Inventory", "Parental Bonding Inventory" and "Adolescent Depression Inventory", and mothers filled out "Parental Meta-emotion Philosophy Inventory". The collected data were analyzed by means of descriptive statistics, the Pearson correlation, t-test , one-way MANOVA, and structural equation modeling.

The major findings of the study were as the following:

1. There were 188(16.2%) adolescents likely to be highly depressive. No gender difference was found on adolescent depression..

2. There were significant differences on three aspects (emotional expression, emotional regulation strategies, and emotional awareness and control) of emotion regulation between male and female adolescents. On these aspects, the male adolescents are better than the females. However, gender did not have significant influence on the other two aspects (emotional reflection and emotional efficacy).

3. The results showed some mediating effects of adolescent’s emotion regulation on the relationship among maternal meta-emotion philosophy (emotion coaching and emotion dismissing), parenting style (maternal care), and adolescent depression. This means that mothers with higher emotion-coaching philosophy provided more care to children and then contributed to adolescent’s emotion regulation and in turn inhibited the possibility of adolescent depression; whereas mothers with higher emotion-dismissing showed less care and were more likely to diminish adolescent’s emotion regulation, which led their children to become more depressive. Even though adolescent’s emotion regulation didn’t play a mediating role in the relationship among maternal meta-emotion philosophy (emotion coaching and emotion dismissing), parenting style (maternal protect), and adolescent depression, there were some significant direct effect paths among maternal meta-emotion philosophy, maternal protect, and adolescent depression.

4. There were no significant paths from maternal emotion-noninvolvement philosophy to parenting styles, and adolescent depression. Nevertheless, mothers with higher emotion-dysfunction contributed to adolescent depression directly.

Based on these findings and conclusions, some suggestions for the emotion education practice, school counseling, and future research were proposed.
第一章 緒論………………………………………………………………… 1
第一節 研究動機與目的…………………………………………………… 1
第二節 名詞釋義…………………………………………………………… 5

第二章 文獻探討…………………………………………………………… 7
第一節 青少年的憂鬱……………………………………………………… 7
第二節 父母後設情緒理念、教養態度與青少年憂鬱傾向………………11
第三節 青少年情緒調節能力的角色………………………………………16

第三章 研究方法……………………………………………………………25
第一節 研究架構……………………………………………………………25
第二節 研究假設……………………………………………………………26
第三節 研究對象……………………………………………………………27
第四節 施測流程……………………………………………………………28
第五節 研究工具……………………………………………………………28
第六節 資料處理與統計分析………………………………………………33

第四章 研究結果……………………………………………………………34
第一節 研究對象人口學變項之描述性統計結果…………………………34
第二節 青少年憂鬱傾向、情緒調節能力的現況…………………………38
第三節 母親後設情緒理念、教養態度與青少年調節能力、
憂鬱之相關分析……………………………………………………42
第四節 青少年情緒調節能力之中介路徑分析……………………………47

第五章 討論…………………………………………………………………51
第一節 青少年憂鬱傾向的現況與性別變項討論…………………………51
第二節 性別變項與青少年情緒調節能力的討論…………………………53
第三節 母親後設情緒理念、教養態度與青少年憂鬱傾向之關係:
青少年情緒調節能力的角色………………………………………54

第六章 結論與建議…………………………………………………………59
第一節 結論…………………………………………………………………59
第二節 建議…………………………………………………………………60
第三節 研究限制……………………………………………………………61

參考文獻 ………………………………………………………………………63

附錄一 青少年填答量表……………………………………………………76
附錄二 情緒調整量表因素分析結果………………………………………82
附錄三 父母後設情緒理念量表……………………………………………83
附錄四 父母後設情緒理念量表因素分析結果……………………………86
附錄五 情緒調整量表使用同意書…………………………………………88
附錄六 青少年憂鬱量表使用同意書………………………………………89
附錄七 雙親教養態度量表使用同意書……………………………………90
附錄八 父母後設情緒理念量表使用同意書………………………………91
一、 中文部分

王財印(2000)。國民中學學生情緒智力、生活適應與學業成就關係之研究。國立高雄師範大學教育研究所博士論文。

江文慈(1999)。情緒調整的發展軌跡與模式建構之研究。國立臺灣師範大學教育心理與輔導研究所博士論文。

李仁宏(2004)。雙親教養態度、家庭功能與青少年憂鬱傾性關係之追蹤研究。高雄醫學大學行為科學研究所碩士論文。

李玟儀(2003)。國小高年級學童氣質、親子關係與其情緒調整之研究。國立嘉義大學家庭教育研究所碩士論文。

林彥君(2003)。照顧者的情緒智力、幼兒情緒調節能力及其人際關係之探討。國立臺北護理學院嬰幼兒保育研究所碩士論文。

林昭慧(1999)。幼兒在幼兒園中情緒調節之研究。中國文化大學兒童福利研究所碩士論文。

林慧姿(2003)。國小六年級學童自尊、情緒調節與友誼之相關研究。國立臺灣師範大學教育心理與輔導研究所碩士論文。

徐世杰(2003)。青少年憂鬱與社會畏懼、雙親教養態度之相關研究。彰化師範大學諮商與輔導研究所碩士論文。

徐畢卿、羅文倬、龍佛衛(1999)。雙親教養態度量表中文版之信效度研究。護理研究,7(5),479-489。

陳柏齡(2000)。青少年生活壓力、失敗容忍力與憂鬱傾向之關係研究。國立高雄師範大學教育研究所碩士論文。

郭靜靜(2004)。青少年憂鬱傾向、生活壓力、冒險行為對其婚前性行為影響之研究。中國文化大學生活應用科學研究所碩士論文。

黃君瑜、許文耀(2003)。青少年憂鬱量表編製研究。教育與心理研究,26,167-190。

董氏基金會(2002)。大台北地區青少年主觀生活壓力與憂鬱傾向之相關性調查。http://www.jtf.org.tw/psyche/melancholia/survey.asp?
This=62&Page=1。

董氏基金會(2004)。青少年日常生活、網路使用與憂鬱傾向之相關性調查。http://www.jtf.org.tw/psyche/melancholia/survey.asp?This=64&Page=1。

董秀美(2002)。情緒調節策略量表之發展:初探影響情緒調節歷程之因素。高雄醫學大學行為科學研究所碩士論文。

葉光輝(2002)。父母的後設情緒理念及測量。見胡台麗、許木柱及葉光輝(主編「情感、情緒與文化」,頁267-297。台北南港:中央研究院民族學研究所。

葉光輝、鄭欣佩、楊永瑞(2005)。母親的後設情緒理念對國小子女 依附傾向的影響。中華心理學刊,47(2),181-195。

葉雅婷(2000)。高中生知覺其父母教養方式、完美主義及身心健康之關係。國立台灣師範大學教育心理與輔導研究所碩士論文。

鄭惠萍(2002)。雙親教養態度、人格特質、社會支持、生活事件與青少年心理健康。國立成功大學護理學系碩士論文。

蔣雅琳(2005)。父母的後設情緒理念對幼兒情緒調節能力的影響。國立臺南大學幼兒教育研究所碩士論文。

蔡嘉慧(1998)。青少年的社會支持、生活壓力與憂鬱傾向之關係研究。國立高雄師範大學教育研究所碩士論文。

蕭翊杰、葉光輝(2000)。父母的後設情緒理念類型與孩子的情緒調節能力。見中央研究院民族學研究所、台灣大學心理學系暨研究所及華人本土心理學研究追求卓越計畫舉辦之「家人關係及其心理歷程:第五屆華人心理與行為科際學術研討會」論文集,台北南港。

蕭瑞玲(2001)。國小學童情緒調整及相關因素研究。屏東師範學院教育心理與輔導研究所碩士論文。


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