臺灣博碩士論文加值系統

本研究基於導致兒童憂鬱症因子為1.不正確的情緒調節方式，將情緒壓抑累
積而無法紓解。2.自主型的偏差態度。學齡的兒童，正處於身心發展的重要時期。
如果使用不正確的方式來調節情緒，對於兒童的憂鬱傾向有很大的影響。玩具的
遊戲過程是兒童最自然的自我療癒過程。欲幫助兒童調適立即產生的負面情緒，
減少負面情緒的壓抑，玩具是兒童自我輔助調節情緒的很好的工具。
本研究目的共有五項：(1) 探討學齡兒童常用的情緒調節策略為何。(2) 納
歸情緒調節策略適合物理特性，建立玩具設計依據準則，並利用準則挑選玩具進
行實驗。(3) 探討結合不同情緒調節策略之玩具對於兒童紓緩負面情緒的效果。
(4) 男女生在使用不同情緒調節策略之玩具對於調節負面情緒差異。(5) 探討不
同情緒調節能力的兒童，在使用不同情緒調節策略玩具的差異。
本研究分兩階段：(一)透過訪談學齡兒童，掌握適合兒童在學齡階段的情緒
調節方式。(二)透過情緒誘發實驗誘發兒童負面情緒，探討使用不同情緒調節策
略之玩具，對於兒童悲傷與生氣兩種負面情緒之紓緩效果。其結果如下：
(一)藉由訪談調查，了解適合兒童在學齡階段的情緒調節方式，提出適合學
齡兒童之「情緒調節策略」，共有三類策略：(1)「使用幫助分心」：項目有重複甩
動來分心、不斷丟擲、發射來分心。(2)「身體安撫」：項目有擁抱安撫。
(3)「兼具分心與身體安撫」：項目有打、攻擊、破壞、玩水。
(二)歸納「情緒調節策略」相對應的物理特性及元素，提出結合「情緒調節
策略」之玩具設計準則。在實驗中利用情緒誘發的方式，兩種不同的影片誘發兒
童悲傷與生氣兩種不同的負面情緒，並探討各類結合情緒調節策略之玩具，在1.
整體評估 2.男女生3.不同情緒調節能力各方面，對於兩種負面情緒的紓緩效果優
劣順序。研究結果可作為設計師在設計具有紓緩負面情緒之玩具與未來玩具應用
在兒童情緒疾病研究上的參考。

The significant factors of children’s depression are：1. Incorrect regulation.
Surpressing of their emotion instead of releasing it. 2. autonomous type. Young
children have an important period they need to develop their body and mentality.
If children regulate their emotion incorrectly, it effects on children’s depression
trend. The process of playing toys is a natural self-therapy for children. With this
reason in mind, toys are good regulative tools to help children regulate their
immediate negative emotion and decreasing the compression of it.
The research purposes are: (1) Disccuss children’s regular emotional
regulation strategies of emotion. (2) Induce the appropriate physical features of
emotional regulation strategies and build the criterion of toy design. (3) Disccuss
the effect of releasing negative emotion when toys combine different regulation
Strategies. (4) Discuss the difference between boys and girls to regulate the
negative emotion when using different emotional regulation strategies. (5)
Discuss the difference of children with different emotional regulation ability when
they play different kind of emotional regulation strategies on multiple toys.
The research includes two parts: (1) To achieve children’s appropriate way
to regulate the emotion in school age through interview. (2) Through the
experiment of emotional induction, discuss the effect on releasing sadness and
anger when playing different kind of emotional regulation strategies on multiple
toys. The results are as following:
(1) Through the interview survey, we achieve children’s appropriate way to
regulate the emotion in school age and propose the emotional regulation
strategies ─ including three strategies: (a) Helping the distracted: including
swinging repeatedly to help their distraction, fling or shoot repeatedly to help
VI
their distraction. (b) Phsycal comforting: including hugging to comfort. (c)
Combining helping the distracted and phsycal comforting: including beat, attack,
break and play with water.
(2) Induce the physical features and factors of emotional regulation
strategies, and propose the criterion of toy design which combines emotional
regulation strategies. We use the emotional induction in the experiment. We use
two films to induce the children’s angry and sad emotion, and discuss the effect
on release from these two negative emotions when playing toys combining
different emotional regulation strategies in: 1. overall evaluation, 2. sex 3.
different regulation ability. The results can be a reference for designers who
want to design Toys releasing negative emotion and the research of using toys
in children’s emotion illness in the future.

第一章、緒論_________________________________________________________1
1.1 研究動機_______________________________________________________________________1
1.2 研究目的_______________________________________________________________________2
1.3 研究範圍_______________________________________________________________________3
1.4 研究流程_______________________________________________________________________4
第二章、文獻探討_____________________________________________________5
2.1 兒童憂鬱_______________________________________________________________________5
2.1.1 兒童憂鬱症的表_______________________________________________________________6
2.1.2 兒童憂鬱症的產生因___________________________________________________________6
2.2 兒童人格特質與情緒處理對憂鬱傾向之影響_________________________________________8
2.2.1 性別與憂鬱___________________________________________________________________8
2.2.2 自主型偏差態度_______________________________________________________________9
2.2.3 情緒壓抑____________________________________________________________________10
2.2.4 小結________________________________________________________________________11
2.3 情緒調節______________________________________________________________________12
2.3.1 情緒調節歷程________________________________________________________________13
2.3.2 情緒調節方式________________________________________________________________14
2.3.3 兒童情緒調節策略____________________________________________________________16
2.3.4 學齡兒童情緒調節策略________________________________________________________16
2.3.5 兒童情緒調節能力評估________________________________________________________17
2.3.6 情緒的測量__________________________________________________________________18
2.3.7 小結________________________________________________________________________19
2.4 玩具___________________________________________________________________________20
2.4.1 玩具與兒童發展_______________________________________________________________20
2.4.2 玩具的治療效果______________________________________________________________21
2.4.3 玩具與兒童負面情緒調節______________________________________________________22
2.4.4 小結________________________________________________________________________23
2.5 焦點團體法____________________________________________________________________23
第三章、結合情緒調節策略之玩具與研究方法____________________________25
3.1 兒童的情緒調節策略_____________________________________________________________26
IX
3.1.1 訪談結果____________________________________________________________________26
3.1.2 兒童情緒調節策略之玩具設計準則______________________________________________30
3.1.3 情緒調節策略之玩具挑選______________________________________________________33
3.2 兒童情緒誘發__________________________________________________________________39
3.2.1 誘發影片的挑選______________________________________________________________40
3.2.2 誘發影片的評估 ─ 悲傷(sad) _________________________________________________40
3.2.3 誘發影片的評估 ─ 生氣(angry) _______________________________________________43
3.3 兒童情緒調節量表______________________________________________________________46
第四章、實驗規劃與進行______________________________________________48
4.1 實驗目的______________________________________________________________________48
4.2 情緒調節策略結合之玩具_______________________________________________________48
4.3 情緒誘發影片_________________________________________________________________49
4.4 實驗對象_____________________________________________________________________49
4.5 實驗地點_____________________________________________________________________49
4.6 實驗進行方式_________________________________________________________________50
4.7 實驗進行_____________________________________________________________________53
第五章、實驗結果與分析______________________________________________56
5-1 悲傷( sad )情緒部份 ____________________________________________________________56
5-1.1 小結 ________________________________________________________________________61
5-2 生氣( angry )情緒部份___________________________________________________________62
5-2.1 小結 ________________________________________________________________________67
5-3 不同情緒調節策略玩具之比較____________________________________________________68
5-3.1 各組在悲傷情緒的表現 ________________________________________________________68
5-3.2 各組在生氣情緒的表現 ________________________________________________________71
5-3.3 小結________________________________________________________________________74
5-4 男女生在使用不同情緒調節策略玩具之比較________________________________________76
5-4.1 男女生在悲傷情緒部份_________________________________________________________76
5-4.2 男女生在生氣情緒部份_________________________________________________________81
5-4.3 小結________________________________________________________________________86
5-5 不同情緒調節能力對於各組之間影響的比較________________________________________90
5-5.1 悲傷情緒部份_________________________________________________________________90
5-5.2 生氣情緒部份_________________________________________________________________96
5-5.3 小結 ________________________________________________________________________99
X
第六章、結論與建議_________________________________________________102
6.1 結論_________________________________________________________________________102
6-1.1 學齡兒童之情緒調節策略_____________________________________________________103
6.1.2 結合情緒調節策略玩具物理特性_______________________________________________103
6.1.3 影片對於兒童負面情緒的誘發效果_____________________________________________105
6-1.4 各類情緒調節策略之玩具對於兒童負面情緒的紓緩效果___________________________106
6.1.5 男女生在使用各類情緒調節策略之玩具對於調節負面情緒差異_____________________107
6.1.6 不同情緒調節能力的兒童對於使用各類情緒調節策略玩具之影響___________________109
6.2 未來發展與建議_______________________________________________________________111
6.2.1 應用方式___________________________________________________________________111
6.2.2 延伸研究___________________________________________________________________113
參考文獻___________________________________________________________114
附錄_______________________________________________________________119
附錄1 基本資料與兒童情緒調節量表________________________________________________119
附錄2-1 負面情緒誘發同意書─悲傷________________________________________________122
附錄2-2 負面情緒誘發同意書─生氣________________________________________________123
附錄3-1 負面情緒誘發同意書─悲傷________________________________________________124
附錄3-2 負面情緒誘發同意書─生氣________________________________________________125
附錄4-1 不同情緒衝動能力之各組別在觀看影片四個時間點悲傷情緒表現________________127
附錄4-2 不同調節策略能力之各組別在觀看影片四個時間點悲傷情緒表現________________127
附錄4-3 不同自我調節效能之各組別在觀看影片四個時間點悲傷情緒表現________________128
附錄4-4 情緒察覺能力之各組別在觀看影片四個時間點生氣情緒表現____________________128
附錄4-5 情緒衝動能力之各組別在觀看影片四個時間點生氣情緒表現____________________129
附錄4-6 調節策略能力之各組別在觀看影片四個時間點生氣情緒表現____________________129
附錄4-7 自我調節效能之各組別在觀看影片四個時間點生氣情緒表現____________________130

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你的藍色憂鬱 ─ 國際厚生健康園區憂鬱症討論區