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研究生:顏睦蓉
研究生(外文):Yen,Mu-Jung
論文名稱:國小學童使用互動式機器人輔助「繪本分心情緒調節策略」對狀態-生氣的影響
論文名稱(外文):The Influence of Elementary School Children using Robot Asisted in “Picture Book Distracted Emotion Regulation Strategies” on State Anger
指導教授:蕭富聰蕭富聰引用關係
指導教授(外文):SHAW, FOR-TUNE
口試委員:陳育瑮趙祥和
口試委員(外文):CHEN, YU-LITEY, SIANG-HUA
口試日期:2024-06-04
學位類別:碩士
校院名稱:國立暨南國際大學
系所名稱:諮商心理與人力資源發展學系輔導與諮商研究所
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:2024
畢業學年度:112
語文別:中文
論文頁數:122
中文關鍵詞:生氣情緒分心情緒調節互動型機器人
外文關鍵詞:anger emotiondistraction emotion regulationRobot Assisted
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摘要
本研究旨在探討國小學童對於生氣情緒的調節,以「分心情緒調節」為主要探索策略,並且融入互動型機器人輔助調節,欲了解科技媒體對於兒童情緒調節之效用。本研究對象為台灣南部某國小學童,共計招收45位受測者,採取實驗研究法作為研究方法,以不同的繪本分心情緒調節策略作為實驗設計,將受測者分為自行閱讀一般繪本組、成人共讀繪本組以及機器人互動繪本組,並使用兒童青少年狀態-特質-生氣表達量表(State-Trait Anger Expression Inventory for Chil-dren and Adolescent; 簡稱 STAXI-CA)、質性訪談作為研究工具,了解學童在誘發生氣、調節生氣前後的生氣狀態與變化。
經由描述性統計、重複量數變異數分析、迴歸分析等統計方法以及質性資料輔助後的主要研究發現如下:
一、 性別、特質-生氣等背景變項對於生氣情緒的調節並沒有顯著差異。
二、 無論使用何種分心情緒調節策略皆能降低國小學童的生氣情緒狀態。
三、 在統計資料上使用機器人輔助唸繪本的分心情緒調節策略略高於其他組別。
關鍵字:生氣情緒、分心情緒調節、互動型機器人

Title of Thesis:The Influence of Elementary School Children using Robot Assisted in “Picture Book Distracted Emotion Regulation Strategies” on State Anger
Name of Institute:Master’s Program of Guidance and Counseling, Department of Counseling Psychology and Human Resource Development, College of Education, National Chi Nan University Pages:122
Graduation Time:06/2024 Degree:Master
Student Name:Mu-Jung Yen Advisor Name:Dr.Fortune Shaw
Abstract
This study aims to investigate the regulation of anger emotions in elementary school children, focusing on the effectiveness of "distraction emotion regulation" as the primary exploration strategy and integrating interactive robots to assist in regula-tion. The participants in this study are elementary school children from a school in southern Taiwan, with a total of 45 participants recruited. The research method adopted is experimental, using different picture books as emotional regulation strate-gies. The participants are divided into three groups: one group reads picture books on their own, another group reads picture books with an adult, and the third group inter-acts with a robot while reading picture books. The State-Trait Anger Expression In-ventory for Children and Adolescents (STAXI-CA) and qualitative interviews were utilized as research tools to understand children's anger states and changes before and after anger induction and regulation.
The main research findings, derived from descriptive statistics, repeated measures analysis of variance, regression analysis, and qualitative data analysis, are as follows:
1. Gender and background variables such as trait anger did not exhibit signifi-cant differences in anger emotion regulation.
2. Regardless of the employed distraction emotion regulation strategy, all were effective in reducing anger emotions in elementary school children.
3. The distraction emotion regulation strategy utilizing robot assisted picture book reading showed slightly higher efficacy in reducing anger emotions compared to other groups.

目次
謝誌 i
摘要 iii
Abstract iv
目次 vi
表目次 viii
圖目次 x
第一章 緒論 1
第一節 研究背景及動機 1
第二節 研究目的與問題 5
第三節 名詞釋疑 6
第二章 文獻回顧 7
第一節 情緒與生氣情緒之相關理論 7
第二節 情緒調節理論與相關研究 16
第三節 互動式機器人輔助教學之相關研究 30
第三章 研究方法 37
第一節 研究架構與實驗設計 37
第二節 研究對象 39
第三節 研究工具 43
第四節 實驗流程與實施 47
第五節 資料分析 52
第六節 研究倫理 55
第四章 研究結果 57
第一節 不同背景變項對於生氣情緒誘發的影響 57
第二節 不同介入方式在生氣情緒調節上的差異分析 60
第三節 不同背景變項在生氣情緒狀態上的差異分析 63
第四節 質性結果分析 73
第五章 討論 81
第一節 研究結果與討論 81
第二節 研究貢獻 86
第三節 研究限制 88
第四節 未來研究方向 90
參考文獻 93
一、中文部分 93
二、英文部分 95
附錄 112
附錄一-研究參與與同意書 112
附錄二-基本資料問卷 113
附錄三-特質-生氣量表 114
附錄四-狀態-生氣量表 115
附錄五-自評生氣狀態量尺 118
附錄六-質性訪談題目 119
附錄七-研究札記 120
附錄八-倫理審查通過證明 121
附錄九-各組受試者參與實驗安排流程 122


表目次
表2-1 生氣情緒誘發比較表 13
表2-2 生氣情緒測量及相關心理向度 15
表2-3 分心情緒調節的相關研究 25
表2-4 機器人輔助自閉症兒童治療相關研究 32
表2-5 機器人輔助病童醫療行為介入之相關研究 34
表2-6 機器人輔助教學之相關研究 35

表3-1 實驗研究實驗設計 38
表3-2 實驗研究有效樣本基本資料 39
表3-3 實驗研究之各組性別與年級人數次數分配表(N=45) 41
表3-4 特質生氣總分之次數分配表(N=45) 42
表3-5 質性訪談題目 45
表3-6 質性資料編碼說明 54

表4-1實驗研究之各組間性別變項之人數比較表(N=45) 57
表4-2實驗研究之各組間年級變項之人數比較表(N=45) 58
表4-3實驗研究之各組間生氣特質變項之次數分配及比較表(N=45)(續下表) 58
表4-4實驗研究之各組間生氣特質變項之次數分配及比較表(N=45) 59
表4-5生氣喚起前後與情緒調節前後的生氣狀態之相依樣本T考驗分析表 59
表4-6各組在不同時間點的樣本數、平均值、與標準差狀況摘要表 60
表4-7各組在生氣情緒調節(測量三、測量二)之重複量數變異數分析統計表 62
表4-8各組在生氣情緒調節(測量三、測量二)之事後比較分析表 62
表4-9不同性別在生氣調節前後(測量二、測量三)生氣狀態的描述性統計表 63
表4-10不同性別在在生氣情緒調節(測量三、測量二)之變異數分析統計表 64
表4-11不同性別生氣情緒調節(測量三、測量二)人數、平均值、標準差摘要表 65
表4-12特質-生氣在生氣調節前後(測量二、測量三)生氣狀態的描述性統計表 67
表4- 13不同特質-生氣在生氣情緒調節(測量三、測量二)變異數分析統計表 67
表4-14不同特質-生氣情緒調節(測量三、測量二)之人數、平均值、標準差摘要表 69
表4-15背景變項與不同介入方式對生氣情緒調節之多元回歸分析摘要表 72
表4-16 質性訪談結果分析表(續下頁) 77


圖目次
圖2-1情緒調節歷程模型圖 18
圖2-2情緒調節歷程擴增模型圖 19
圖2-3分心策略與重新認知策略在低情緒程度下調節歷程圖 23
圖2-4分心策略與重新認知策略在高情緒程度下調節歷程 23

圖4-1不同情緒調節方式在誘發生氣前(測量一)、誘發生氣後(測量二)、調節生氣後(測量三)的生氣情緒狀態 61
圖4-2不同性別在情緒調節前後的生氣狀態 64
圖4-3不同性別在不同介入方式中生氣調節的差異 66
圖4-4不同特質-生氣在情緒調節前後的生氣狀態 68
圖4-5不同介入方式中特質-生氣在情緒調節前後的生氣狀態 70




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