國小學童知覺父母教養對情緒調節與生活適應之影響

過去研究提供了相當豐富的證據，揭示教養型態與子女適應發展之間的關連，但有關父母的情緒教養內涵，以及子女習得情緒調節能力的影響歷程仍缺乏實徵資料。本研究以國小高年級學童與家長為對象，探討學童知覺到的情緒教養對於自身情緒調節策略之影響，並進一步探究情緒調節策略在社交技巧與心理健康之效果，試圖對情緒教養與學童適應行為之間提出一個完整的研究架構。結果顯示，家長自評與學童知覺的情緒教養皆可分為鼓勵與抑制兩個因素，分別可影響兩種情緒調節策略（再評價與壓抑）；且學童的兩個策略呈現正相關，代表台灣學童有同時使用此兩種調節策略的傾向。進一步探究學童知覺兩情緒教養的影響，發現鼓勵情緒教養可透過再評價策略間接影響學童的心理健康與社交技巧（正向行為與自我控制）；而抑制情緒教養對兩類社交技巧行為的效果則由再評價策略完全中介。學童的壓抑策略亦會中介抑制情緒教養對心理健康的負向影響，但對自我控制的表現則有正向影響，表示學童若能適時的運用壓抑策略來因應情緒，並不會只有負面影響，反而能夠對於人際互動增加正向效果。本研究以過去相關文獻與發現來討論研究之結果，並提出本研究限制與未來可行之研究方向。

關鍵字

自我控制；正向行為；社交技巧；心理健康；情緒調節策略；情緒教養

並列摘要

Research findings provide many evidences to reveal the relationship between parenting styles and children's adjustment, but emotion parenting and its impact on the process of child’s emotion regulation are still lack of empirical support. The aim of this study is to investigate the different mode of emotion parenting perceived by children, and their effects to children's emotion regulation. The sample was composed of elementary school students and their parents. Results showed emotion parenting can be divided into two factors: positive and negative emotion parenting. Positive emotion parenting influenced children’s use of reappraisal, whereas negative emotion parenting associated with habitual use of suppression. Consequently, children who used “reappraisal” to regulate their emotions might feel happier and better interpersonal relationship. In addition, using suppression was associated with worse well-being, yet experienced greater self-control. Furthermore, the relationship between emotion parenting and well-being was mediated by emotion regulation strategies. Possible reasons for these findings and limitations are discussed, and suggestions are offered for expending the scope of emotion parenting research in the future.

並列關鍵字

emotion parenting ； self-control ； positive behavior ； emotion regulation strategies ； well-being

參考文獻

陳秀娟（2009）。「國小中高年級學童情緒智力對同儕關係之影響」（未發表之碩士論文）。台中：靜宜大學青少年兒童福利研究所。

Barry, R. A., & Kochanska, G. (2010). A longitudinal investigation of the affective environment in families with young children: from infancy to early school age. Emotion, 10(2), 237-249.

Baumrind, D. (1971). Current Patterns of Parental Authority. Developmental Psychology, 4(1), 1-103.

Birditt, K. S., Rott, L. M., & Fingerman, K. L. (2009). "If You Can't Say Something Nice, Don't Say Anything at All": Coping with Interpersonal Tensions in the Parent-Child Relationship During Adulthood. Journal of Family Psychology, 23(6), 769-778.

Blandon, A. Y., & Volling, B. L. (2008). Parental Gentle Guidance and Children' s Compliance Within the Family: A Replication Study. Journal of Family Psychology, 22(3), 355-366.

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國小學童知覺父母教養對情緒調節與生活適應之影響

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