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研究生:曾愛迪
研究生(外文):Tseng, Ai Ti
論文名稱:童年情緒無效性、情緒不接納與青少年自我傷害行為之關係
論文名稱(外文):The Relationship between Childhood Emotional Invalidation, Emotional Nonacceptance, and Adolescents’ Deliberate Self-harm Behaviors
指導教授:許文耀許文耀引用關係
學位類別:碩士
校院名稱:國立政治大學
系所名稱:心理學研究所
學門:社會及行為科學學門
學類:心理學類
論文種類:學術論文
論文出版年:2008
畢業學年度:96
語文別:中文
論文頁數:137
中文關鍵詞:負向情緒社會化心理虐待對情緒的自我評價對情緒的否定
外文關鍵詞:negative emotion socializationpsychological abuseself evaluation of emotiondenial of emotion
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  Linehan(1993)、Krause等人(2003)發現童年在情緒無效環境中成長的個體會產生情緒調節困難,且情緒無效性常會惡化成人時期的心理及行為問題,包含自我傷害行為。據此,研究者試圖了解童年情緒無效性是否會造成個體無法接納其負向情緒,進而增加其自我傷害行為的發生機率。本研究的目的有二:一是發展「情緒不接納量表」,並初步驗證其信效度。二為探討「童年情緒無效性」與「情緒不接納」與「青少年自我傷害行為」三者的關連性。

  本研究採問卷調查法,研究對象為478位高中職及國中學生。研究結果發現,情緒不接納量表可分為「對情緒的自我評價」及「對情緒的否定」兩個因素。負向情緒社會化與心理虐待會使個體較容易產生對情緒的自我評價。心理虐待能預測高中職學生自我傷害發生的有無及累積頻率;對情緒的自我評價能預測兩組學生自我傷害行為發生的有無。對情緒的自我評價及對情緒的否定在負向情緒社會化與自我傷害累積頻率、心理虐待與自我傷害累積頻率之間並無中介效果。最後研究者針對國中、高中職學生心理發展階段的不同、負向情緒社會化與心理虐待在概念上的差異,及對自我傷害的影響路徑進行討論。
Linehan (1993), Krause et al. (2003) found individuals who grow up in an emotional invalidating environment during childhood may have difficulties in emotional regulation, and emotional invalidation often deteriorate both psychological and behavior problems later on in their adulthood, including deliberate self-harm behaviors. Therefore, this study tried to investigate whether childhood emotional invalidation can cause one’s emotional nonacceptance, and therefore can increase the probability of deliberate self-harm behaviors. The purpose of this study was to develop the scale of emotional nonacceptance, and to explore the relationship between childhood emotional invalidation, emotional nonacceptance and adolescents’ deliberate self-harm behaviors.

The study was based on questionnaires, and the participants were 478 high school students in Taiwan. The main results were as follows: First, the scale of emotional nonacceptance can be divided into two factors: self evaluation of emotion and denial of emotion. Second, negative emotion socialization and psychological abuse can predict adolescents’ self evaluation of emotion. Third, psychological abuse can predict the occurrence and accumulative frequency of deliberate self-harm of senior high school students, and self evaluation of emotion can predict the occurrence of deliberate self-harm of all high school students. Finally, self evaluation of emotion and denial of emotion do not play as mediators between childhood emotional invalidation and the frequency of adolescents’ deliberate self-harm behaviors. The investigator discussed the different stages of psychological development between junior and senior high school students, the differences between negative emotion socialization and psychological abuse, and their paths that influence deliberate self-harm behaviors.
第壹章 緒論 1

第一節 研究動機與目的 1
第二節 研究問題 4
第三節 重要名詞釋義 5

第貳章 文獻探討 7

第一節 自我傷害的相關現象       7
第二節 自我傷害的功能模式       13
第三節 情緒失調與自我傷害    20
第四節 童年情緒無效性、情緒不接納與自我傷害  26
第五節 研究架構及假設 38

第參章 研究方法    40

第一節 研究對象      40
第二節 研究工具      42
第三節 研究程序      51
第四節 資料處理      52

第肆章 研究結果      54

第一節 各量表之描述統計與信度 54
第二節 情緒不接納量表編製結果 56
第三節 青少年自我傷害現象      63
第四節 影響青少年自我傷害的因素 74

第伍章 綜合討論     85

第一節 台灣青少年自我傷害行為相關現象 85
第二節 情緒不接納的歷程及影響 92

第陸章 結論及建議 96

第一節 研究結論 96
第二節 研究限制、貢獻與建議 97

參考文獻 102

附錄                     119

附錄一 基本資料與指導語           119
附錄二 負向情緒社會化量表          120
附錄三 心理虐待量表             123
附錄四 情緒不接納量表            124
附錄五 自我傷害量表             125
附錄六 社會讚許量表             127
附錄七 接受與行動量表            128
附錄八 情緒調節困難量表           129
附錄九 情緒不接納量表相關矩陣        132
附錄十 量表翻譯及使用授權信函        133



表目錄

表2-1-1:自我傷害相關名詞整理 7
表2-1-2:自我傷害與自殺的比較 10
表2-2-1:Suyemoto(1998)的自我傷害功能模式 15
表3-1-1:高中職組受試者基本資料 41
表3-1-2:國中組受試者基本資料 41
表3-2-1:「情緒不接納量表」各向度之定義 46
表3-2-2:「情緒不接納量表」各分量表反應內容 47
表4-1-1:各量表描述統計及信效度(高中職樣本) 54
表4-1-2:各量表描述統計及信效度(國中樣本) 55
表4-2-1:預試的情緒不接納量表因素分析總變異量 56
表4-2-2:預試的情緒不接納量表因素結構矩陣 57
表4-2-3:情緒不接納量表因素分析總變異量(三因子) 59
表4-2-4:情緒不接納量表因素分析總變異量(二因子) 59
表4-2-5:情緒不接納量表因素結構矩陣 60
表4-2-6:修正後「情緒不接納量表」各分量表反應內容 61
表4-2-7:情緒不接納量表分量與效標量表相關矩陣 61
表4-3-1:高中職男性自我傷害方式頻率的人數分配 65
表4-3-2:高中職女性自我傷害方式頻率的人數分配 66
表4-3-3:國中組男性自我傷害方式頻率的人數分配 68
表4-3-4:國中組女性自我傷害方式頻率的人數分配 69
表4-3-5:有無自我傷害兩組受試在各變項的平均數及標準差(高中職) 71
表4-3-6:有無自我傷害兩組在各變項之變異數分析摘要(高中職) 71
表4-3-7:有無自我傷害兩組受試在各變項的平均數及標準差(國中) 72
表4-3-8:有無自我傷害兩組在各變項之變異數分析摘要(國中) 72
表4-4-1:自我傷害有無與各變項的相關矩陣(高中職) 74
表4-4-2:區分自我傷害行為有無的邏輯迴歸分析(高中職) 75

表4-4-3:自我傷害有無與各變項的相關矩陣(國中) 76
表4-4-4:區分自我傷害行為有無的邏輯迴歸分析(國中) 77
表4-4-5:自我傷害累積頻率與各變項的相關矩陣(高中職) 78
表4-4-6:自我傷害累積頻率的階層迴歸分析(高中職) 79
表4-4-7:自我傷害累積頻率與各變項的相關矩陣(國中) 79
表4-4-8:情緒不接納的中介效果檢測(高中職) 81
表4-4-9:情緒不接納的中介效果檢測(國中) 82
表4-4-10:自我傷害統計分析結果摘要(高中職) 82
表4-4-11:自我傷害統計分析結果摘要(國中) 82



圖目錄

圖2-1-1:研究架構圖 38
圖4-2-1:不同性別在各自我傷害方式的人數分配圖(高中職) 67
圖4-2-2:不同性別在各自我傷害方式的人數分配圖(國中) 67
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