臺灣博碩士論文加值系統

摘要
本研究旨在探討國小六年級學生內向性問題行為之現況，對學童負向情緒性、負向情緒調節策略與內向性問題行為的理論模式加以驗證。本研究採問卷調查法，以中部地區的國小學生為研究對象，透過分層隨機抽樣方法，選取18所國民小學進行資料收集，共得954名六年級國小學童有效樣本資料 (男生有487位，女生有467位，年齡介於11-13間)。研究工具包括：「兒童與青少年優勢與困難行為量表」、「情感強度量表簡版」、「憤怒感受強度量表」、「兒童與青少年負向情緒調節策略量表修訂版」。資料分析則以描述統計、獨立樣本t考驗、皮爾森相關分析、單因子多變量變異數分析、區別分析及結構方程模式，進行實徵資料分析，結果如下:
一、學童於恐懼情緒性、內向性問題行為和負向情緒調節策略上呈現性別差異。
女生較男生，有較高的恐懼情緒性和內向性問題行為；並較傾向採用情緒口語表達策略、情緒澄清策略和情緒抑制策略，較少採用情緒宣洩策略。
二、各情緒性、情緒調節策略和內向性問題行為的結構模式都呈顯性別差異。進一步考驗和比較發現，女生組之恐懼情緒性與內向性問題行為的關聯較男生組高；口語表達調節策略與內向性問題行為的關聯較男生組高；情緒宣洩調節策略與內向性問題行為的關聯較男生組低。
三、在各恐懼情緒性模式裡，情緒宣洩策略對恐懼情緒性在男生內向性問題行為效應具強化的調節效果；情緒接受策略對恐懼情緒性在男生內向性問題行為效應具緩衝的調節效果；口語表達情緒調節策略對恐懼情緒性在女生內向性問題行為效應具強化的調節效果。
四、在各憤怒情緒性模式裡，口語表達策略對憤怒情緒性在女生內向性問題行為效應具強化的調節效果；而情緒澄清、情緒接受策略對憤怒情緒性在男生內向性問題行為效應具強化的調節效果。
本研究根據研究發現，提出對諮商實務應用及後續研究之建議。

Abstract
This study seeks to investigate the association between negative emotionality, negative emotion regulation strategies, and internalizing problem behavior of students. The instruments used to measure anger emotionality and negative emotion regulation strategies were a revised negative emotion strategies scale and a newly developed anger emotionality scale. Negative emotion regulation strategies were hypothesized to moderate the association of fear and anger emotionality in terms of internalizing problem behavior. Gender differences were also examined in this study.
954 sixth grade students (487 boys, 467 girls, 11-13 years old) were recruited to participate in this study by cluster random sampling method from 18 elementary schools. Subject completed the affect intensity measure, the anger intensity measure, the negative emotion regulation strategies measure for children and adolescents and the strengths and difficulties questionnaire.The empirical data was analyzed by descriptive statistics, independent t-test, Pearson Product-moment Correlation, one way MANOVA, Discriminant Analysis , and Structural Equation Model. The findings of this study are as follows:
1. Based on the analysis results from one way MANOVA and Discriminant Analysis, it was discovered that girls tend to employ a different regulation pattern from boys. Girls had a tendency to clarify and express negative emotions, where boys had a tendency to vent their negative emotions. In addition, girls were more likely to endorse fear emotionality and internalizing symptoms shown from the analysis results from independent t-test.
2. Gender differences were found from SEM analysis. First of all, the associations between fear negative emotionality and internalizing problem behavior, anger-frustration emotionality, and internalizing problem behavior were significantly stronger in girls than in boys. Then, the association between emotion expression strategy and internalizing problem behavior was significantly stronger in girls than in boys. Finally, the association between emotion venting strategy and internalizing problem behavior was significantly stronger in boys than in girls.
3. Significant moderator effects among fear emotionality, negative emotion regulation strategy and internalizing problem behavior were found from SEM analysis in both gender groups. First, fear emotionality is significantly positively associated with internalizing problem behavior in both gender groups. Second, the association between fear negative emotionality and internalizing problem behavior was stronger as venting strategy increased in boys. Third, the association between fear negative emotionality and internalizing problem behavior was weaker as emotion acceptance strategy increased in boys. Forth, the association between fear negative emotionality and internalizing problem behavior was stronger as emotion expression strategy increased in girls. Fifth,
emotion clarification, emotion expression and emotion transfer were significantly negatively associated with internalizing problem behavior in boys. Last but not least, emotion clarification, emotion expression, emotion inhibition, emotion transfer and emotion acceptance were significantly negatively associated with internalizing problem behavior in girls.
4. Significant moderator effects among anger negative emotionality, emotion regulation strategy and internalizing problem behavior were also found from SEM analysis. First, emotion expression strategy was significantly negatively associated with internalizing problem behavior in both gender groups. Second, the association between anger emotionality and internalizing problem behavior was stronger as emotion acceptance strategy increased in boys. Third, the association between anger negative emotionality and internalizing problem behavior was stronger as emotion clarification strategy increased in boys. Fourth, the association between anger negative emotionality and internalizing problem behavior was stronger as emotion expression strategy increased in girls. Last, emotion venting and emotion transfer strategy were significantly negatively associated with internalizing problem behavior in girls.
Findings highlight the importance of considering gender and individual differences in terms of emotion regulation strategies when evaluating the contribution of negative emotionality towards internalizing problem behavior.

目 錄
中文摘要 i
英文摘要 iii
目錄 v
表次 viii
圖次 x
第一章 緒論
第一節 研究動機與背景 1
第二節 研究目的與問題 7
第三節 名詞釋義 8
一、國小學生 8
二、負向情緒性 8
三、內向性問題行為 8
四、負向情緒調節策略 9
第二章 文獻探討
第一節 兒童情緒與問題行為研究之重要議題與和爭點 11
第二節 負向情緒性與內向性問題行為之定義、理論與相關研究 14
一、負向情緒性定義及其相關概念 14
二、內向性問題行為的定義與相關研究 16
三、性別與內向性問題 17
四、負向情緒性與內向性問題行為之理論與相關研究 17
五、恐懼、憤怒負向情緒性對內向性問題行為的影響 21
六、性別與負向情緒性 24
七、負向情緒性與內向性問題行為關係之反思 24
八、負向情緒性與情緒調節測量方式 26
第三節 情緒調節之理論、內涵與相關研究
一、情緒調節的定義與相關概念 29
二、情緒知識和情緒調節策略發展軌跡 33
三、情緒調節策略的正負價性與分類原則 36
四、負向情緒調節策略的內涵與測量工具 37
五、國小高年級主要的情緒調節策略 40
六、性別與兒童情緒調節策略 45
第四節 負向情緒性、情緒調節策略與問題行為研究現況 45
第三章 研究方法
第一節 研究設計與架構 51
第二節 研究對象與抽樣方法 53
第三節 研究工具 55
一、研究工具 55
二、同時方法變異的性質、影響與偵測方法 64
第四節 資料分析 64
第五節 研究實施程序 65
第四章 研究結果與討論
第一節 國小六年級學生的負向情緒性、負向情緒調節策略與內向性問題行為的現況 69
一、國小六年級學生的恐懼和憤怒情緒性的現況 69
二、不同性別於國小六年級學生恐懼和憤怒情緒性的差異比較 70
三、國小六年級學生的負向情緒調節策略現況 71
四、不同性別於國小六年級學生負向情緒調節策略的差異比較 72
五、國小六年級學生的內向性問題行為的現況 75
六、不同性別於國小六年級學生內向性問題行為的差異比較 76
七、六年級學生負向情緒性、負向情緒調節策略與內向性問題行為之相關分析 76
八、綜合討論 77
第二節 負向情緒調節策略在恐懼情緒性對內向性問題效應之調節效果分析
一、情緒澄清策略在恐懼情緒性對內向性問題效應之調節效果分析 82
二、口語表達策略在恐懼情緒性對內向性問題效應之調節效果分析 89
三、情緒抑制策略在恐懼情緒性對內向性問題效應之調節效果分析 97
四、情緒宣洩策略在恐懼情緒性對內向性問題效應之調節效果分析 104
五、情緒轉換策略在恐懼情緒性對內向性問題效應之調節效果分析 112
六、情緒接受策略在恐懼情緒性對內向性問題效應之調節效果分析 118
七、負向情緒調節策略對恐懼情緒性在內向性問題行為效應之調節效果分析之綜合討論 126
第三節 負向情緒調節策略在憤怒情緒性對內向性問題效應之調節效果分析
一、 情緒澄清策略在憤怒情緒性對內向性問題效應之調節效果分析 129
二、 口語表達策略在憤怒情緒性對內向性問題效應之調節效果分析 137
三、 情緒抑制策略在憤怒情緒性對內向性問題效應之調節效果分析 145
四、 情緒宣洩策略在憤怒情緒性對內向性問題效應之調節效果分析 152
五、 情緒轉換策略在憤怒情緒性對內向性問題效應之調節效果分析 158
六、 情緒接受策略在憤怒情緒性對內向性問題效應之調節效果分析 165
七、 負向情緒調節策略對憤怒情緒性在內向性問題行為效應之調節效果分析之綜合討論 173
第五章 結論和建議
第一節 研究結論 177
第二節 研究限制與建議 187
一、對實務的建議 187
二、研究限制 198
三、未來研究建議 199
參考文獻 205
附錄一 簡式情緒強度量表授權同意書 241
附錄二 兒童與青少年優勢與問題行為授權同意書 241
附錄三 負向情緒調節策略量表建構因素模式圖 242
附錄四 憤怒感受強度量表建構因素模式圖 243

表次
表3-1 分層隨機抽樣基本資料摘要表 54
表3-2 兒童負向情緒調節策略原版信效度樣本、修訂版信效度樣本與研究樣本之內部一致性信度摘要表 58
表3-3 優勢與問題行為量表自陳版本之內部一致性信度摘要表 60
表4-1 國小六年級學生負向情緒性之平均數、標準誤、標準差、區間估計與性別差異摘要表 70
表4-2 國小六年級學生的負向情緒調節策略之平均數、標準誤、標準差和區間估計摘要表 73
表4-3 標準化典型區別函數係數與結構係數摘要表 74
表4-4 性別於國小六年級學生內向性問題行為之平均數、標準誤、標準差和區間估計 75
表4-5 不同區域之兒童和青少年於內向性問題分量表得分摘要表 76
表4-6 國小六年級學生負向情緒性、負向情緒調節策略與內向性問題行為之相關分析 77
表4-7 澄清-恐懼之性別恆等模式的測量和結構恆等性假設檢定統計摘要表 83
表4-8 情緒澄清在恐懼情緒性對內向性問題效果模式之適配度指標 84
表4-9 表達-恐懼之性別恆等模式的測量和結構恆等性假設檢定統計摘要表 90
表4-10 國小六年級，情緒口語表達在恐懼情緒性對內向性問題效果模式之適配度指標 90
表4-11 國小六年級女生不同情緒口語表達、不同恐懼情緒性程度之內向性問題 94
表4-12 抑制-恐懼之性別恆等模式的測量和結構恆等性假設檢定統計摘要表--98
表4-13 國小六年級，情緒抑制在恐懼情緒性對內向性問題效果之調節效果模式適配度指標 98
表4-14 宣洩-恐懼之性別恆等模式的測量和結構恆等性假設檢定統計摘要表-105
表4-15 國小六年級，情緒宣洩在恐懼情緒性對內向性問題效果之調節效果模式適配度指標 105
表4-16 不同情緒宣洩策略、不同恐懼情緒性之內向性問題行為得分摘要表 108
表4-17 轉換-恐懼之性別恆等模式的測量和結構恆等性假設檢定統計摘要表 113
表4-18 國小六年級，情緒轉換在恐懼情緒性對內向性問題效果之調節效果模式適配度指標 113
表4-19 接受-恐懼之性別恆等模式的測量和結構恆等性假設檢定統計摘要表 119
表4-20 國小六年級，情緒接受在恐懼情緒性對內向性問題效果之調節效果模式適配度指標 119
表4-21 不同情緒接受策略、不同恐懼情緒性之內向性問題行為得分摘要表 122
表4-22 各負向情緒調節策略在恐懼情緒性對內向性問題行為之效果分析摘要表 男女生樣本 126
表4-23 澄清-憤怒之性別恆等模式的測量和結構恆等性假設檢定統計摘要表 130
表4-24 情緒澄清在憤怒情緒性對內向性問題效果模式之適配度指標 131
表4-25 國小六年級男生不同情緒澄清、不同憤怒情緒性程度之內向性問題 133
表4-26 表達-憤怒性別恆等模式之測量和結構恆等性假設檢定統計摘要表 138
表4-27 口語表達在憤怒情緒性對內向性問題效果模式之適配度指標 138
表4-28 國小六年級女生不同情緒口語表達、不同憤怒情緒性程度之內向性問題 142
表4-29 抑制-憤怒性別恆等模式之測量和結構恆等性假設檢定統計摘要表 146
表4-30 情緒抑制在憤怒情緒性對內向性問題效果模式之適配度指標 146
表4-31 宣洩-憤怒性別恆等模式之測量和結構恆等性假設檢定統計摘要表 153
表4-32 情緒宣洩在憤怒情緒性對內向性問題效應之效果適配度指標 153
表4-33 轉換-憤怒性別恆等模式之測量和結構恆等性假設檢定統計摘要表 159
表4-34 情緒轉換在憤怒情緒性對內向性問題效果模式之適配度指標 159
表4-35 接受-憤怒性別恆等模式之測量和結構恆等性假設檢定統計摘要表 166
表4-36 情緒接受在憤怒情緒性對內向性問題效果模式之適配度指標 166
表4-37 國小六年級男生不同情緒接受、不同憤怒情緒性程度之內向性問題 169
表4-38 各負向情緒調節策略在憤怒情緒性對內向性問題行為之效果分析摘要表 男女生樣本 173



圖次
圖3-1 研究架構圖 51
圖4-1情緒澄清對恐懼情緒性在內向性問題行為效應之調節分析 85
圖4-2 情緒口語表達對恐懼情緒性在內向性問題行為效應之調節分析 91
圖4-3 不同情緒口語表達策略、不同恐懼情緒性之內向性問題行為 94
圖4-4 情緒抑制對恐懼情緒性在內向性問題行為效應之調節分析 99
圖4-5 情緒宣洩對恐懼情緒性在內向性問題行為效應之調節分析 107
圖4-6 不同情緒宣洩策略、不同恐懼情緒性之內向性問題行為 109
圖4-7 情緒轉換對恐懼情緒性在內向性問題行為效應之調節分析 115
圖4-8 情緒接受對恐懼情緒性在內向性問題行為效應之調節分析 121
圖4-9 不同情緒接受策略、不同恐懼情緒性之內向性問題行為 123
圖4-10 情緒澄清對憤怒情緒性在內向性問題行為效應之調節分析 126
圖4-11 不同情緒澄清策略、不同憤怒情緒性之內向性問題行為 134
圖4-12 情緒口語表達對憤怒情緒性在內向性問題行為效應之調節分析 140
圖4-13 不同情緒口語表達策略、不同憤怒情緒性之內向性問題行為 142
圖4-14 情緒抑制對憤怒情緒性在內向性問題行為效應之調節分析 148
圖4-15 情緒宣洩對憤怒情緒性在內向性問題行為效應之調節分析 155
圖4-16 情緒轉換對憤怒情緒性在內向性問題行為效應之調節分析 161
圖4-17 情緒接受對憤怒情緒性在內向性問題行為效應之調節分析 168
圖4-18 國小六年級男生不同情緒接受、不同憤怒情緒性程度之內向性問題 170
圖4-19 負向情緒調節策略量表建構因素模式圖 242
圖4-20 憤怒感受強度量表建構因素模式圖 243

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