4至7歲兒童社會訊息處理歷程與問題行為之關聯——情緒調節之調節效果

背景、目的：本研究旨在探討社會訊息處理歷程（Social Information Processing，簡稱SIP）、情緒調節（Emotion Regulation，簡稱ER）之年齡效應，以及ER對SIP與問題行為之調節效果，並進一步了解此調節效果是否具有年齡差異。方法：招募90名4歲至7歲兒童與其家長，兒童年級分別為30位中班（Mage (SD) = 4.58(0.27)y；Male = 15）、30位大班（Mage (SD) = 5.55(0.29)y；Male = 15）、30位小學一年級（Mage (SD) = 6.64(0.31)y；Male = 15）。兒童先施測畢保德圖畫詞彙測驗（PPVT），確認語言智能表現高於80，再進行社會訊息處理晤談（SIPI），了解SIP歷程。家長受邀填寫修改版情緒調節問卷（M-P-ERQ），了解兒童「認知再評估」、「表達抑制」、「轉移」、「分享/訴說心情」及「父母共調控」等ER策略運用能力。透過兒童行為檢核表（CBCL）了解兒童問題行為（焦慮/憂鬱、退縮/憂鬱、身體抱怨、注意力問題、攻擊行為、內化量尺、外化量尺、整體問題、情感問題、焦慮問題、注意力缺陷過動問題、對立反抗問題）表現程度。結果：以「年級三組」為獨變項ANOVA分析發現SIP偏誤隨年齡發展減少。迴歸分析發現，「反應生成（攻擊）」可顯著預測「注意力問題」與「注意力缺陷過動問題」，「反應生成（無效攻擊）」顯著預測「焦慮/憂鬱問題」，「反應生成（有效）」顯著預測「退縮/憂鬱」。階層迴歸分析發現，在控制語言智能後，整體來看「父母共調控」可調節「反應生成（攻擊）」與「注意力問題」、「注意力缺陷過動問題」之關聯性。進一步看年級組調節效果，僅在中班兒童發現「分享/訴說心情」對「反應生成（攻擊）」與「注意力問題」之調節效果。僅在小一兒童中發現「認知再評估」對「反應生成（攻擊）」與「注意力缺陷過動問題」之調節效果。結論：（1）SIP偏誤隨年齡發展逐漸下降。（2）偏誤之SIP歷程步驟預測更多問題行為，適應性之SIP歷程步驟預測更少的問題行為。（3）探討ER在SIP歷程偏誤與問題行為間的調節效果，整體來看僅有「父母共調控」之調節效果顯著，意涵在4至7歲年齡層中，主要仍仰賴父母協助調控情緒，且父母共調控可成為社會訊息處理歷程步驟偏誤與問題行為之保護因子。進一步看年級組調節效果，卻發現生成較多攻擊反應之中班兒童，若「分享/訴說心情」使用頻率較低，「注意力問題」也較低，生成較多攻擊反應之小一兒童，若「認知再評估」使用頻率較低，「注意力缺陷過動問題」也較低。推測被家長觀察到情緒調節策略使用頻率較低之兒童，反而因此獲得家長更多的介入，得以減緩社會訊息處理歷程步驟偏誤與問題行為之間的關聯性。

關鍵字

社會訊息處理理論；情緒調節；問題行為

並列摘要

Research Objectives： This study aims to explore the development of the social information processing (SIP) theory, emotion regulation (ER), and problem behavior, and the moderating effect of ER on SIP and problem behavior, and to further understand whether the moderation effect has age differences. Research Design： The participants included 90 children, aged 4 to 7 years, and their parents. Thirty children were in pre-kindergarten （Mage (SD) = 4.58(0.27)y; Male = 15）, 30 were in kindergarten（Mage (SD) = 5.55(0.29)y; Male = 15）, and 30 were in first grade （Mage (SD) = 6.40(0.31)y; Male = 15）. The children were first tested on the Peabody Picture Vocabulary Test-Revised to confirm their verbal intelligence performance above 80, followed by a social information processing interview to understand their SIP. Parents were asked to complete the Modified Parent-Rating Emotion Regulation Questionnaire to understand the children's ability to use ER strategies such as "Cognitive Reappraisal,” "Expressive Suppression," "Attention Shift,” " Sharing/talking ," and " Co-Regulation.” The Child Problem Behavior Checklist measures problem behaviors in children (e.g., anxious/depressed, withdrawn/depressed, somatic complaints, attention problems, aggressive behaviors, internalizing problems, externalizing problems, total problems scale score, affective problems, anxiety problems, attention deficit/hyperactivity problems, and oppositional defiant problems). Research Result： The three grade groups were independent variables, and ANOVA analysis found that SIP bias decrease with age developmen. Regression analysis demonstrated that (1) response construction (aggressive response) can significantly predict attention problems and attention deficit/hyperactivity problems, and (2) response construction (inept/aggressive response) can significantly predict anxious/depressed, and (3) response construction (competent response) can significantly predict withdrawn/depressed. Hierarchical regression demonstrated that after controlling for verbal intelligence, co-regulation moderated the relationship between response construction (aggressive response) and attention problems and attention deficit/hyperactivity problems. On further examination of the moderation effect of grade groups, we found that (1) sharing/talking moderated the relationship between response construction (aggressive response) and attention problems, but only in the pre-kindergarten, and (2) cognitive reappraisal moderated the relationship between response construction (aggressive response) and attention deficit/hyperactivity problems, but only in the first grade. Discussion： (1) The developmental trend of SIP bias gradually decreased with age. (2) SIP bias predicts more problem behavior, and adaptive SIP predict fewer problem behavior. (3) To explore the moderation effect of ER on SIP process bias and problem behavior. Overall, only the moderating effect of co-regulation is significant, indicating that children aged 4–7 rely on their parents to assist in regulating emotions, and co-regulation can be a protective factor for SIP process bias and problem behavior. Further looking at the moderating effect of the grade group, it was found that the pre-kindergarten children with generated more aggressive responses had a lower frequency of Sharing/talking and lower attention problems, whereas the primary first grade children with generated more aggressive responses had a lower frequency of cognitive reappraisal and lower attention deficit/hyperactivity problems. It is speculated that children whose parents observed less frequent use of emotional regulation strategies received more parental intervention, thereby reducing the correlation between SIP bias and problem behaviors.