國中生非理性信念與情緒適應能力對其憂鬱傾向之影響研究

The Relationship Among Irrational Beliefs, Emotional Adjustment and Depression of Junior High School Students

楊曉媚(Hsiao-Mei Yang)

指導教授 ： 吳麗娟

國立臺灣師範大學/教育學院/教育心理與輔導學系在職進修碩士班/碩士(2006年)

摘要

摘要
本研究的目的是在了解不同年級、性別國中生其非理性信念、情緒適應能力與憂鬱傾向的關係。本研究以臺閩地區七個縣市各一個學校的一至三年級國中生1837人為研究對象，並採取問卷調查法進行資料蒐集，所使用的工具包括: 「非理性信念量表」、「情緒適應量表」與「憂鬱情緒量表」。調查結果分別以單因子變異數分析、t考驗及典型相關統計方法處理。本研究的主要發現如下:
一、不同年級國中生在非理性信念、情緒適應能力與憂鬱傾向上有顯著的差異。非理性信念部份：國一的「要求贊許」、「責備傾向」高於國二、三；「整體非理性信念」、「過度焦慮」、「完美」高於國二。國三的「逃避困難」高於國二。情緒適應能力部份：國一的「整體情緒適應」、「情緒覺察」及「情緒界限」能力高於國三，國二的「情緒界限」能力高於國三。在憂鬱傾向部份：國三的「生理憂鬱」傾向高於國二。
二、不同性別國中生其非理性信念、情緒適應能力與憂鬱傾向上有顯著的差異。非理性信念部份：國中男生的「整體非理性信念」與「高自我期許」、「責備傾向」、「逃避困難」、「依賴」、「無法改變」、「完美」均高於女生。情緒適應能力部份：國中男生的「情緒界限」能力高於女生；國中女生的「情緒表達」能力高於男生。在憂鬱傾向部份：國中女生在「整體憂鬱傾向」與「情緒憂鬱」、「認知憂鬱」、「生理憂鬱」均高於男生。
三、國中生的非理性信念與情緒適應能力之間有顯著關係。其四組典型相關顯示：1.國中生的非理性信念出現愈多的「情緒控制」、「過度焦慮」、「逃避困難」、「依賴」與「無法改變」時，則其情緒適應能力「情緒處理」與「情緒界限」能力會偏低。2.「要求讚許」、「挫折反應」、「過度焦慮」與「完美」愈高，則其「情緒覺察」、「情緒處理」能力會偏高而「情緒界限」能力偏低。3.「高自我期許」「依賴」與「完美」愈高時，則其「情緒處理」能力偏高而「情緒表達」能力偏低。4.「挫折反應」愈低，則其「情緒覺察」能力愈低。
四、國中生的非理性信念和情緒適應能力有顯著相關。其二組典型相關顯示：1.非理性信念出現愈多的「要求贊許」、「高自我期許」、「責備傾向」、「挫折反應」、「情緒控制」、「過度焦慮」、「逃避困難」、「依賴」、「無法改變」與「完美」時，則其憂鬱傾向的「情緒憂鬱」、「認知憂鬱」、「生理憂鬱」、「行為憂鬱」傾向都會偏高。2.「要求贊許」、「挫折反應」、「過度焦慮」與「完美」愈高，「逃避困難」愈低，則其「生理憂鬱」偏高，而「行為憂鬱」偏低。
五、國中生的情緒適應能力與憂鬱傾向之間有顯著關係。其三組典型相關顯示：1.情緒適應能力的「情緒處理」、「情緒界限」與「情緒表達」能力愈好時，則其憂鬱傾向中的「情緒憂鬱」、「認知憂鬱」、「生理憂鬱」、「行為憂鬱」傾向都會偏低。2.「情緒覺察」、「情緒處理」能力愈好，「情緒界限」能力愈差時，則其「生理憂鬱」會偏高。3.「情緒處理」能力愈低，「情緒表達」能力愈高時，則其「情緒憂鬱」傾向會愈高，而「生理憂鬱」會偏低。
六、國中生非理性信念與情緒適應能力能有效的預測憂鬱傾向。
本研究結果支持非理性信念與情緒適應能力會影響國中生的憂鬱傾向。最後，研究者提出建議以作為輔導工作實務及未來研究的參考。

關鍵字

國中生 ； 非理性信念 ； 情緒適應能力 ； 憂鬱傾向

並列摘要

Abstract
The purpose of this research is to discover the relationships between irrational beliefs, emotional adjustment, and depression tendency of junior high school students in different grades and of different genders. The research targeted junior high students from the first to the third grade in seven cities and counties in Taiwan and the Fujian providence. Seven schools, one from each city/county, were chosen. A total of 1837 students answered the questions in the survey that was conducted. The instruments used in the survey including "Irrational Beliefs Scale (IBS)",“Emotional Adjustment Scale", and "Depression Self-Rating Scale. ”The data was analyzed with one way ANOVA, t-test, and canonical correlation analysis. The major results of this study are presented as follows:
1. There are significant differences among different grades in junior high schools with regards to their irrational beliefs, emotional adjustments, and depression tendency. With respect to irrational beliefs, first-grade students showed higher scores than in other grades in "demand for approval” and “blame proneness". First-graders scored higher than second-graders in the areas of “over-all irrational beliefs" , "anxious over-concern” and "perfectionism". The third-grade students scored higher than second-graders in the area of “problem avoidance". As for emotional adjustment, first-grade students performed better than third-graders in "over-all emotional adjustment", "emotional observation" and "emotional limits". Second-grade students performed better than third- graders in “emotional limits". As for depression tendency, third-grade students scored higher than second-graders in "physiological depression".
2. There are significant differences among genders in junior high schools with regards to students' irrational beliefs, emotional adjustment, and depression tendency. When reacting to irrational beliefs, male students scored higher than female students in the areas of “over-all irrational beliefs" , "high self expectations” , “blame proneness” , “problem avoidance” , “dependency”, “helplessness over past” and ”perfectionism". On the other hand, when dealing with emotional adjustment, female students scored higher than male students both in "emotional limits” and “emotional expression". In the area of depression tendency, female students scored higher than male students in “over-all depression tendency” , “emotional depression" , “cognitive depression” and “physiological depression".
3. There is a significant relationship between junior high school students’ irrational beliefs and their emotional adjustment. The four canonical correlations are presented as follows: (1)When feelings of “emotional irresponsibility” , “anxious over-concern” , “problem avoidance” , “dependency” and "helplessness over the past ”appeared more often, the students' abilities of “emotional management” and “emotional limits" were reduced. (2)When the students' feelings of ”demands for approval”, “frustration reactivity”, “anxious over-concern” and “perfectionism” were higher, their abilities of “emotional observation” and ”emotional management” also appeared to be higher, although their “emotional limits” seemed lower. (3)When junior high school students had higher standards of “self expectations” , “dependency” and “perfectionism” , their "emotional management” ability appeared to be higher, although their "emotional expression” ability was lower. (4)When junior high school students got higher scores in ”frustration reactivity”, their scores in “emotional observation” was lower.

4. There is a significant relationship between junior high school students’ irrational beliefs and their emotional adjustment. The two canonical correlations are shown as follows: (1)When students revealed more "demand for approval” , “high self expectations” , “blame proneness” , “frustration reactivity” , ” emotional management” , ” anxious over concern” , “problem avoidance” ,”dependency” , ” helplessness over past” and “ perfectionism” in their irrational beliefs , the degree of their “emotional depression” , “cognitive depression” , “physiological depression” and “behavioral depression” appeared to be higher. (2)When the students showed more "demand for approval” , “frustration reactivity , "anxious over concern” and "perfectionism", their tendencies in "problem avoidance” and "physiological depression ”appeared to be higher. However, at the same time, their tendency in “behavioral depression” was lower.

5. There is a significant relationship between students’ emotional adjustment and their depression tendency. The three canonical correlations are shown as follows: (1) When junior high school students' "emotional management”, “emotional limits” and “emotional expression” as part of their emotional adjustment were higher, their “emotive depression” , “cognitive depression” , “physiological depression” and “behavioral depression” appeared lower. (2)When the students revealed better abilities of “emotional observation” and “emotional management”, but lower abilities of “emotional limits”, their tendency toward “physiological depression” appeared higher. (3)When the students appeared to have lesser abilities of “emotional management”, and a better abilities of “emotional expression”, their tendency toward "emotional depression" appeared higher, but their “physiological depression” was lower.

6. The degree of Junior high school students' irrational beliefs and emotional adjustment can effectively predict their depression tendency. Finally, the researcher proposes suggested guidance for adolescents and future research.

並列關鍵字

junior high school student ； irrational beliefs ； emotional adjustment ； depression tendency

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