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研究生:林祺祥
研究生(外文):Lin, Chi-Hsiang
論文名稱:覺察與接納訓練對情緒調節的效果:以創造力為調節變項
論文名稱(外文):The Effects of Awareness and Acceptance training on Emotional Regulation:Creativity as a Moderator
指導教授:邱發忠邱發忠引用關係
指導教授(外文):Chiu, Fa-Chung
口試委員:劉政宏徐芝君
口試委員(外文):Liu, Cheng-HongHsu,Chih-Chun
口試日期:2014-05-16
學位類別:碩士
校院名稱:國防大學政治作戰學院
系所名稱:心理碩士班
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:2015
畢業學年度:103
語文別:中文
論文頁數:62
中文關鍵詞:正念覺察接納創造力情緒調節
外文關鍵詞:mindfulnessawarenessacceptancecreativityemotion regulation
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本研究目的在探究「覺察」、「接納」訓練對情緒調節的影響,並探究個體創造力調節覺察、接納訓練與情緒調節的關係。本研究參與者為中原大學學生90人。自變項為訓練組別。參與者被隨機分派至「覺察組」、「接納組」及「中性組」(做為參照用)。依變項為情境焦慮量表測量及演說時間長度。研究程序共有五個階段:第一階段請參與者完成新編創造思考作業 (擴散性思考)、威廉斯創造傾向量表作為創造力的指標,及完成第一次情境焦慮量表以確認當下焦慮狀態;第二階段將參與者隨機分派至覺察訓練組、接納訓練組及中性組,並誘發參與者進入演說焦慮情境 (攝影機前完成一個10分鐘演說),焦慮誘發後會填寫第二次情境焦慮量表,接著實施不同訓練,覺察訓練組會請參與者覺察當下身體的感受;接納訓練組則請參與者接納所產生的焦慮情緒;中性組則請參與者閱讀文章並寫心得;第三階段在訓練完成後,立即請參與者填寫正念檢核表及第三次情境焦慮量表確認當下情緒狀態;第四階段為進行演說,並記錄演說的時間;第五階段在請參與者填寫第四次情境焦慮量表。研究結果發現,經覺察與接納訓練後的個體所感受的焦慮顯著低於中性組。在創造力的調節效果上,擴散性思考未具有調節效果,然而,創造傾向卻具有調節效果。低創造傾向的參與者,覺察組較中性組更具有情緒調節效果,高創造傾向者在覺察組與中性組間未呈顯著差異。本研究成果未來可以做為短期覺察訓練及接納訓練的參考,俾有效調節個體因情境所產生的負向情緒。
The aim of this study is to explore the influence of “awareness” and “acceptance” on emotion regulation, and to investigate the relationships among individual creativity regulation awareness, acceptance training, and emotion regulation. The participants in this study consist of ninety college students from Chung Yuan Christian University. The independent variable is the training group, and all the participants are randomly assigned to the “awareness group”, the “acceptance group”, and the “neutral group (as reference).” The dependent variable is the State-Trait Anxiety Inventory (STAI) and the length of speech. There are five phases of the research process. During the first phase, participants are required to complete a newly-edited assignment of creativity (divergent thinking) and Williams Creative Tendency Scale as the indicators of creativity. What’s more, they also finish the STAI for the first time in order to determine their current state of anxiety. During the second phase, participants are randomly assigned to the awareness group, the acceptance group, and the neutral group. All the participants are induced into a state of anxiety related to speech (they are required to deliver a 10-min speech in front of the camera), and they are immediately asked to finish the STAI for the second time. After that, different trainings are implemented. In the awareness group, participants are asked to become aware of their feelings and perceptions of the present. Participants in the acceptance group are asked to accept the feelings of anxiety. As for the neutral group, the participants are asked to read some articles and write down their feelings about these articles. During the third phase, after receiving the aforementioned trainings, participants are asked to fill out the mindfulness checklists and complete the STAI for the third time. Then, during the fourth phase, all of the participants deliver a speech and their speech time is recorded. Finally, during the fifth phase, participants are required to accomplish the STAI for the fourth time. According to the findings of this study, individuals receiving awareness and acceptance trainings perceive significantly lower anxiety than those in the neutral group. In terms of creativity regulation, divergent thinking doesn’t show any regulation effect. In contrast, creative tendency does show regulation effect. For the participants with lower creative tendency, the awareness group shows more emotion regulation effects than the neutral group; however, for the participants with higher creative tendency, there is no significant difference between the awareness group and the neutral group. The results of this study can provide some implications for short-term awareness training and acceptance training so as to effectively regulate the negative emotions individuals experience due to some situations.
目錄
口試委員審定書 I
誌謝 II
摘要 III
英文摘要 IV
目錄 V
表目錄 VII
圖目錄 VIII
第一章 研究動機與目的 1
第一節 正念的重要性 1
第二節 創造力調節正念訓練的可能性 3
第三節 研究問題與目的 5
第二章 文獻探討 6
第一節 正念的概念 6
第二節 情緒調節 11
第三節 正念的情緒調節效果 16
第四節 創造力 19
第五節 創造力調節正念的情緒調節效果 25
第六節 文獻總節與研究架構 28

第三章 研究方法 30
第一節 研究設計 31
第二節 研究結果 37

第四章 綜合討論 45
第一節 研究結果摘要 45
第二節 研究結果意涵 46
第三節 研究限制 48
第四節 未來研究建議 49
第五節 研究結果應用 50
第六節 結語 50

參考文獻 51
附錄一 情境焦慮量表 61
附錄二 正念檢核表 62



表目錄
表3-1實驗各組在正念檢核表表現的平均數、標準差、考驗值及p值 37
表3-2 組別與焦慮細格平均數與標準差 38
表3-3焦慮測量與組別二因子混合樣本變異數分析摘要表 38
表3-4焦慮測量與組別二因子混合樣本單純主要效果變異數分析摘要表 39
表3-5組別與演說持續時間平均數與標準差 40
表3-6組別與演說持續時間變異數分析表 40
表3-7組別、擴散性思考及創造力對情緒調節之迴歸分析表 42
表3-8組別、擴散性思考及創造力對演說時間之迴歸分析表 44





圖目錄
圖2-1 情緒調節歷程模式 13
圖2-2 九點連線問題 21
圖2-3 Mednick的聯結強度及斜率的概念 23
圖2-4 研究架構 29
圖3-1 創造傾向的調節效果 43

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