國中生正向情緒策略、情緒認知與情緒調節能力關係之研究

摘　要本研究旨在探討桃園市國中生正向情緒策略、情緒認知與情緒調節能力之之現況，分析不同背景變項之差異及相關情形，並探討三者間關係的因果關係及找出較佳結構模式。本研究採問卷調查法，以109學年度桃園市71所公私立國民中學，共62,991位國中生作為本研究母群體，採用「分層比例便利抽樣」與「隨機叢集抽樣」方式抽取900位學生為研究樣本，得有效問卷826份，以「國中生正向情緒策略、情緒認知與情緒調節能力關係問卷」為研究工具實施調查。資料處理以描述性統計、平均數差異檢定、單因子變異數分析、皮爾遜積差相關與SEM結構方程模式等統計方法進行資料分析。本研究結果歸納如下：一、桃園市國中生正向情緒策略、情緒認知與情緒調節能力的現況均達到「高」程度表現。二、不同背景變項（性別、年級、健康狀況、人際關係、家庭氣氛、每週休閒時間、學校規模與學校型態）之國中生在正向情緒策略、情緒認知與情緒調節能力的表現上有所差異。三、國中生正向情緒策略與情緒認知、情緒認知與情緒調節能力及正向情緒策略與情緒調節能力皆呈現高度正相關。四、國中生正向情緒策略、情緒認知與情緒調節能力三者間具有因果關係，且情緒認知是情緒調節能力和正向情緒策略之中介變項。

關鍵字

正向情緒策略；情緒認知；情緒調節能力

並列摘要

Abstract This study aimed to explore the current situation, different background ariables, correlations, and intermediary effect among junior high school students’ positive emotion strategies, emotion recognition and emotion regulation competence in Taoyuan city. The method is the questionnaire survey. The approach in this study adopts questionnaires and uses stratified ratio convenience sampling and random cluster sampling. 826 students from 71 public senior high schools in Taoyuan City have been chosen as respondents. Collected data are analyzed by the statistical methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation and SEM. The results can be concluded as follows: 1. According to the results, the degree of positive emotion strategies, emotion recognition and emotion regulation competence to the junior high school students in Taoyuan City is high. 2. Junior high schools’ students in Taoyuan City with different background variables have significantly different perception in positive emotion strategies, emotion recognition and emotion regulation competence. 3. Positive emotion strategies and emotion recognition, emotion recognition and emotion regulation competence, positive emotion strategies and emotion regulation competence exhibiting high -positive correlation. 4. Emotion recognition is a moderate variable between emotion recognition and positive emotion.