情緒成長團體在提昇情緒智能與情緒適應之效果評估：以大學生與社區成人為樣本

Evaluating the effects of Emotion Growth Group to enhance emotion intelligence and adaptation for college students and community adults

陳怡萍(Yui-Peng Chen)

指導教授 ： 謝碧玲

高雄醫學大學/健康科學院/行為科學研究所/碩士(2005年)

摘要

近代情緒研究者強調情緒之正向角色，本研究試圖整合國內外多元的情緒概念，發展情緒成長團體。具體而言，本研究有下列目標：1、整合國內外的情緒研究，將理論性的知識轉換成實用性的情緒成長團體；2、評估情緒成長團體的成效。
本研究採混合實驗設計，主要變項為：1.情緒成長團體操弄組別（調節組，察覺組與對照組），2樣本組別（社區組，大學生組與對照組）。每位參與者皆須進行團體前（前測）與團體後（後測）之情緒能力評估以瞭解團體前後的影響效果。以單因子變異數分析檢驗不同團體組別對情緒能力與情緒適應狀態的成效。以二因子變異數分析檢測樣本組別在團體後的情緒能力與情緒適應狀態的表現。
參與本研究的成員共有74人，參與團體者共60人，男性9人，女性51人；大學生組共28人（覺察組13人，調節組15人）；社區民眾共32人（覺察組的13人；調節組19人）。對照組共14人，男性2人，女性12人。報名者被分派到兩種團體操弄組別（調節組，察覺組），團體開始前，每位成員需接受自陳式量表與情緒事件書寫。自陳式量表包含貝氏憂鬱量表、貝氏焦慮量表、自尊量表、自我效能量表、情緒調節量表等作為瞭解其情緒適應狀態的指標；另外，針對參與者所書寫的情緒事件內容以「情緒歷程評分手冊」中的：「覺察自我情緒、覺察他人情緒、自我關連度、自我反思度、自我專注度、情緒調節、情緒強度、情緒回復、認知收穫」等指標評定其情緒能力。評分者信度僅在自我專注度與認知收穫低於.7，其他信度餘皆在.7以上。
研究結果發現：團體後，覺察組成員在情緒反思、認知收穫與情緒效能等能力提升達顯著水準，在情緒回復達邊界顯著。調節組在認知收穫、情緒效能與自尊兩種適應能力有顯著提升，在情緒回復達邊界顯著；但兩種組別在覺察他人情緒的能力表現不如對照組；兩種組別在覺察自我情緒、自我專注度、自我關連度、情緒強度與情緒調節的策略使用等並未發現顯著差異。學生組參加不同的團體組別在自我關連度的表現會有所變化，但社區組並未發現差異。

關鍵字：情緒智能、情緒調節、情緒覺察、情緒反思、大學生、社區成人

關鍵字

情緒調節 ； 情緒智能 ； 情緒覺察 ； 情緒反思 ； 大學生 ； 社區成人

並列摘要

Contemporary emotion researchers focus on the positive value of emotions. This research attempts to integrate multi-emotion concepts, build and construct a emotion-focused group .Therefore, there are two following goals in this research：1 Appling theories to practices model .2 Evaluating the effects of an Emotion-Focused Group.
The study adopted a mixed design (including 1.different manipulated-group, such as, emotion awareness, emotion regulation, and contrast group. 2 different sample-group, such as, college students , and community adults.) Total are 74subjects in this study, people who received group were 60, including 9 males and 51 females. college students were 28（including emotion awareness group were 13, emotion regulation were group 15）, community adults were 32（including emotion awareness group were 13, emotion regulation group were19）, and contrast group were14, including 2 males and 12 females.　The subjects were divided into two kinds of groups（emotion awareness ,and emotion regulation）.Before group starting, each subject has to accept a pretest (including self-rating scales and semi-constructed emotion event article). Self-rating scales, such as, Beck Depression Inventory, Beck Anxiety Inventory, Emotion-Efficiencies Scale, Self-Esteem Scale, and Self-Efficiencies Scale. Researchers according "Emotion Process Rating Scale manual " to evaluate individual's expressed emotion ability in semi-constructed emotion content, such as awareness himself emotion-state, awareness others’ emotion-state, emotion intensity, self-exploration, emotion-reflection, self-focus, completion of emotion event, emotion regulation strategies, emotion recovery and inspiration/conclusion). The inter-grader reliabilities of most items in the rating scale achieved .7values, but the scale of, self-exploration, and inspiration/conclusion below .7. Before group ending, each subject has to accept a posttest. And then we according Emotion Process Rating Scale manual and self-rating scales scores to evaluate individual's emotional ability and performance.
The results indicated the following: The emotion awareness group contributed to improving the participant's emotion-reflection and inspiration/ conclusion abilities were significantly improving than contrast-group. Emotion recovery ability were borderline improving than contrast-group. The emotion regulation group contributed significantly improving the participant's inspiration/conclusion, Emotion Efficiencies, Self-Esteem, and Self-Efficiencies abilities. Emotion recovery ability were borderline improving than contrast-group. One of the interesting results in this research is that after group, participants’ emotion awareness was not so good as contrast-group. There were no other significantly difference in other emotion abilities and emotion states.
Different sample-group (including college students, community adults) were no other significantly difference in emotion abilities and emotion states. However, after group college students was significantly difference in self-exploration. There were no other significantly difference in community adults.

keyword: emotion intelligence, emotion regulation, emotion awareness , emotion-reflection , college students , community adults

並列關鍵字

emotion regulation ； emotion-reflection ； community adults ； college students ； emotion awareness ； emotion intelligence

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