台灣大學生心情的自我調適：心情不佳時的調適策略及其相關因素

Abstract

本研究根據171名台灣大學生在開放問卷上的反應作為「大學生心情不佳時之調適策略量表」的預試題目，經預試篩選題目後，再以858位大學生為研究對象所得的資料進行因素分析共得八個因素，分別是：尋求刺激、主動的心情管理、淨化身心轉移注意、被動的心情管理、逛街進食哭叫、電玩漫畫運動、觀賞影視和音樂活動。大學生心情不佳時最常使用的前三類調適策略依序是：音樂活動、被動的心情管理和主動的心情管理。男女大學生在心情不佳時的調適策略上有顯著差異，男生比女生更常使用「尋求刺激」和「電玩漫畫運動」兩種調適策略，女生則較男生更常使用「淨化身心轉移注意」、「被動的心情管理」、「逛街進食哭叫」和「觀賞影視」等心情調適策略。學生使用不同的調適策略和其幽默感、創意生活經驗及其自陳的學業成績有顯著的相關。在和幽默感的相關方面，「主動的心情管理」和「觀賞影視」與幽默感有顯著正相關；而「被動的心情管理」和「逛街進食哭叫」則與幽默感有顯著負相關。在與創意生活經驗的相關方面，「主動的心情管理」和「淨化身心轉移注意」與八種創意生活經驗皆有顯著正相關。在和學業成績的關係方面，以「主動的心情管理」和自陳的學業成績正相關最高。本研究最後根據上述研究結果加以討論並提出建議以供後續研究及教育輔導工作之參考。

This study examined strategies used by college students to self-regulate bad moods and their relationship to gender, humor, creative experiences, and academic performance.A mood regulation strategies questionnaire developed for this study was administered to 858 college students (male=420, female=438). The results yielded eight factors: sensation seeking, active mood management, alternative mood management, passive mood management, gratification and venting emotion (shopping, eating, or crying), physical and cognitive activity, television and movie watching, and music, related activity. All the students took tests designed to measure humor and creative experiences. They also reported their academic performance.The three most frequently used strategies were music-related activity, passive mood management, and active mood management.There was no significant difference between males and females in the use of active mood management. However there were significant differences between males and females in the use of the other seven strategies. Male students used sensation seeking and physical and cognitive activity significantly more than females, while female students used the other five strategies significantly more than males.Humor was positively related to the use of active mood management and television and movie watching strategies, but negatively related to passive mood management and gratification and venting emotion. The students who more frequently used active mood management and alternative mood management strategies reported more creative experiences. The only factor that yielded a significant positive correlation with academic performance was active mood management.