大學生的情緒調整歷程與發展特徵

The Emotion Regulation of College Students: Processes and Developmental Characteristics

江文慈(Wen-Tzu Chiang)

《教育心理學報》 35卷3期 (2004/03) Pp. 249-268

https://doi.org/10.6251/BEP.20030731

摘要

本研究佳探討大學生的情緒調整，包括喜、怒、哀、惡、懼等五種情緒、分析引發情緒的原因，以及情緒調整的方式與歷程，進而勾勒出大學生情緒調整的發展特徵。研究方法主要是採用晤談去蒐集資料，並進行資料的質性分析。研究對象共有32位大學生，大一至大四每個年級各8位，男女生各半。研究結果顯示：大學生的情緒調整歷程頗爲多元複雜，非單一線性的同的情緒亦引發不同的調整歷程。此外，大學生會綜合使用多樣的策略來調整情緒，包括：從事愉快活動、尋求社會支持、改變認知等等。最後，本研究歸納出大學生情緒調整的發展特徵分別爲：一、情緒調整的歷程是複雜且非線性；二、外在情緒表達的調整趨向文飾內隱；三、內在情緒經驗的調整趨向自我轉化；四、當下情緒反應的調整朝向成熟穩定：五、情緒調整策略漸增自我引導改變。

關鍵字

大學生 ； 情緒發展 ； 情緒調整

並列摘要

This study was to understand the processes and developmental characteristics of emotion regulation in college students. It was mainly concerned with the qualitative analysis of emotion regulatory processes. Thirty-two college students participated in this study and were given the Emotion Regulation Interview (ERI). The ERI asked different situations in which the subject may feel joy, anger, sadness, disgust or fear; and under which, how one was able to manage his her subjective experience of each emotion, especially with regard to its intensity and duration; and how one can strategically manage his her expression of emotion in communicative contexts. The results showed that emotion regulation apparently involves multiple complex processes rather than one single serial process; different emotions evoke different kinds of regulatory responses. College students use a variety of cognitive and behavioral strategies to regulate their emotions, including seeking social support, doing enjoyable activities, and adjusting self-cognition. Finally, some developmental characteristics of emotion regulation in college students were also described.

並列關鍵字

college students ； emotion development ； emotion regulation

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