| 摘要: | 本研究主要目的在編制適合大專學生使用的正向情緒基模量表，以發展能協助大專學生情緒往正向轉化的情緒基模指標，並比較不同背景（性別、接受諮商輔導經驗、口語表達能力、人際溝通能力、人格成熟度、自我滿意度、生活被支持度）的大專學生在正向情緒基模上的差異性。本研究以367位大專學生為受試者，經由預試後決定以項目分析和因素分析決定正向情緒基模量表的因素和指標，並完成量表的編制、常模建立、信效度的研究。
研究結果顯示：（1）正向情緒基模量表是一個可以測量情緒的覺察與辨識、情緒的表達、情緒的控制感、情緒的可理解、情緒的運用、情緒接納、情緒的普同感、情緒的被認可等八個因素的有效、穩定的測驗；且上述八個因素亦可歸納為兩個二階因素：情緒的評估與策略、情緒的同理與概念，以簡化其應用。（2）正向情緒基模量表在總分以及量表各因素分數上因受試者不同背景而有差異性。（3）女生在情緒的表達、情緒的同理與概念兩個因素的平均分數上高於男生；男生在情緒的控制感因素的平均數高於女生。（4）曾接受過諮商輔導者在情緒的控制感因素的平均數上高於沒有接受過諮商輔導者。（5）大專學生口語表達能力、人際溝通能力、人格成熟度、自我滿意度、生活被支持度等背景變項的不同在正向情緒基模量表總分、以及各因素分數上存在差異。大專學生在上述背景變項自評較高者，其正向情緒基模量表總分、以及各因素分數的平均數亦高於自評較低者。
The purposes of this research are to construct the Scale of Positive Emotional Schema suitable for college students, develop an index of Emotional Schema for students’ positive emotional transformation and compare the Positive Emotional Schema of college students from different backgrounds (genders, counseling experience, oral expression, ability of interpersonal communication, personality maturity, self-satisfaction and support received in life). From a sample size of 367 college students, the factors and indices for Positive Emotional Schema are determined through analysis of various items and factors after pre-test. Reliability, validity, and norms of the scales are then examined upon the scale’s completion.
Results of the research show that, (1) Positive Emotional Schema Scale is capable of effectively and consistently measuring 8 separate factors: emotional awareness and identification, emotional expression, emotional controllability, emotional comprehensibility, emotional application, emotional acceptance, emotional consensus and emotional validation. In addition, the above-mentioned 8 factors can be summarized into two secondary factors, emotional assessment and strategy and emotional empathy and concept, to simplify their application. (2) The total and the factor scores of the Positive Emotional Schema scores differ among college students from different backgrounds. (3) Female college students tend to have higher emotional expression, empathy and concept of emotion scores than male college students. Male college students tend to have higher emotional controllability than female college students. (4) The average score of emotional controllability for the college students that have experienced counseling experience is not higher than that of the ones who have no received counseling. (5) Finally, for the college students with different background variables such as the oral expression, interpersonal communication, personality maturity, self-satisfaction and the support received in daily life, there exist differences in total Positive Emotional Schema scores and the factor scores. The higher the self-assessment in the above-mentioned backgrounds, the higher the total Positive Emotional Schema scores and the average of each factor score compared to the ones with lower self-assessment values. |
