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題名 親子關係與青少年拒學之關係：以情緒調節為中介變項
The Relationship between Parent-Child Relationship and Adolescents’ School Refusal: Emotional Regulation as a Mediator作者 李佩蓉
LI, Pei-Rong貢獻者 陳婉真
Chen, Wan-Chen
李佩蓉
LI, Pei-Rong關鍵詞 拒學
情緒調節
親子關係
青少年
School refusal
Emotion regulation
Parent-child relationship
Adolescents日期 2023 上傳時間 6-Jul-2023 17:02:15 (UTC+8) 摘要 研究背景與目的：本研究係探討青少年親子關係、情緒調節及拒學傾向三者間之關係，並分析情緒調節在親子關係與拒學傾向間的中介效果。研究方法：研究對象為296名國中學生，年齡介於13-15歲之間，男生148人，女生148人。資料分析方法為結構方程模型（Structural Equation Modeling, SEM）。結果與討論：SEM結果顯示：（1）假設模型與研究資料有不錯的適配程度（RMSEA = 0.53, CFI = 0.95, IFI = 0.95）；（2）親子親密愈高時，認知再評估亦愈高（β = .44, p < .001）、但對表達壓抑及拒學傾向無顯著影響；（3）親子衝突愈高時，表達壓抑亦愈高（β = .50, p < .001）、但對認知再評估及拒學傾向無顯著影響；（4）認知再評估會降低拒學傾向（β = -.30, p < .001），而表達壓抑則提高拒學傾向（β = .48 , p < .001）。中介分析顯示，親子親密透過認知再評估顯著降低拒學傾向（β = -.10 , p < .05），而親子衝突透過表達壓抑顯著提高拒學傾向（β = .21, p < .01）。結果說明，青少年的情緒調節在親子關係與拒學傾向之間具有中介效果，親子親密會提高認知再評估，進而減低拒學傾向；親子衝突則會提高表達壓抑，進而提高拒學傾向。根據上述結果，本研究具體說明情緒調節對於親子關係對青少年拒學傾向之意義，並提出相關的教育實務與研究建議。
Research background and purpose: The research is to explore the relationship between parent-child relationship, emotion regulation and school refusal tendency of adolescents. The study analyzes the mediating role of emotion regulation between parent-child relationship and school refusal tendency. Research method: The research objects are 296 middle school students, aged between 13-15 years old, 148 boys and 148 girls. The data analysis method is structural equation modeling (Structural Equation Modeling, SEM). Results and discussion: SEM results showed: (1) The hypothetical model had a good degree of fit with the research data (RMSEA = 0.53, CFI = 0.95, IFI = 0.95); (2) The higher the parent-child intimacy, the better the cognitive reappraisal (β = .44, p < .001), but had no significant effect on expression repression and school refusal tendency; (3) The higher the parent-child conflict, the higher the expression repression (β = .50, p < .001), but had no significant effect on cognitive reappraisal and school refusal tendency; (4) Cognitive reappraisal would reduce school refusal tendency (β = -.30, p < .001), while expressive repression would increase school refusal tendency (β = .48, p < .001). Mediation analysis showed that parent-child intimacy significantly reduced school refusal tendency through cognitive reappraisal (β = -.10, p < .05), while parent-child conflict significantly increased school refusal tendency through expressive repression (β = .21, p < .01). The results show that adolescents` emotional regulation plays a partial mediating role between parent-child relationship and school refusal tendency. Parent-child intimacy will increase cognitive reappraisal, thereby reducing school refusal tendency; parent-child conflict will increase expressive repression, thereby increasing school refusal tendency. 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國立政治大學
輔導與諮商碩士學位學程
110172003資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110172003 資料類型 thesis dc.contributor.advisor 陳婉真 zh_TW dc.contributor.advisor Chen, Wan-Chen en_US dc.contributor.author (Authors) 李佩蓉 zh_TW dc.contributor.author (Authors) LI, Pei-Rong en_US dc.creator (作者) 李佩蓉 zh_TW dc.creator (作者) LI, Pei-Rong en_US dc.date (日期) 2023 en_US dc.date.accessioned 6-Jul-2023 17:02:15 (UTC+8) - dc.date.available 6-Jul-2023 17:02:15 (UTC+8) - dc.date.issued (上傳時間) 6-Jul-2023 17:02:15 (UTC+8) - dc.identifier (Other Identifiers) G0110172003 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/145930 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 輔導與諮商碩士學位學程 zh_TW dc.description (描述) 110172003 zh_TW dc.description.abstract (摘要) 研究背景與目的：本研究係探討青少年親子關係、情緒調節及拒學傾向三者間之關係，並分析情緒調節在親子關係與拒學傾向間的中介效果。研究方法：研究對象為296名國中學生，年齡介於13-15歲之間，男生148人，女生148人。資料分析方法為結構方程模型（Structural Equation Modeling, SEM）。結果與討論：SEM結果顯示：（1）假設模型與研究資料有不錯的適配程度（RMSEA = 0.53, CFI = 0.95, IFI = 0.95）；（2）親子親密愈高時，認知再評估亦愈高（β = .44, p < .001）、但對表達壓抑及拒學傾向無顯著影響；（3）親子衝突愈高時，表達壓抑亦愈高（β = .50, p < .001）、但對認知再評估及拒學傾向無顯著影響；（4）認知再評估會降低拒學傾向（β = -.30, p < .001），而表達壓抑則提高拒學傾向（β = .48 , p < .001）。中介分析顯示，親子親密透過認知再評估顯著降低拒學傾向（β = -.10 , p < .05），而親子衝突透過表達壓抑顯著提高拒學傾向（β = .21, p < .01）。結果說明，青少年的情緒調節在親子關係與拒學傾向之間具有中介效果，親子親密會提高認知再評估，進而減低拒學傾向；親子衝突則會提高表達壓抑，進而提高拒學傾向。根據上述結果，本研究具體說明情緒調節對於親子關係對青少年拒學傾向之意義，並提出相關的教育實務與研究建議。 zh_TW dc.description.abstract (摘要) Research background and purpose: The research is to explore the relationship between parent-child relationship, emotion regulation and school refusal tendency of adolescents. The study analyzes the mediating role of emotion regulation between parent-child relationship and school refusal tendency. Research method: The research objects are 296 middle school students, aged between 13-15 years old, 148 boys and 148 girls. The data analysis method is structural equation modeling (Structural Equation Modeling, SEM). Results and discussion: SEM results showed: (1) The hypothetical model had a good degree of fit with the research data (RMSEA = 0.53, CFI = 0.95, IFI = 0.95); (2) The higher the parent-child intimacy, the better the cognitive reappraisal (β = .44, p < .001), but had no significant effect on expression repression and school refusal tendency; (3) The higher the parent-child conflict, the higher the expression repression (β = .50, p < .001), but had no significant effect on cognitive reappraisal and school refusal tendency; (4) Cognitive reappraisal would reduce school refusal tendency (β = -.30, p < .001), while expressive repression would increase school refusal tendency (β = .48, p < .001). Mediation analysis showed that parent-child intimacy significantly reduced school refusal tendency through cognitive reappraisal (β = -.10, p < .05), while parent-child conflict significantly increased school refusal tendency through expressive repression (β = .21, p < .01). The results show that adolescents` emotional regulation plays a partial mediating role between parent-child relationship and school refusal tendency. Parent-child intimacy will increase cognitive reappraisal, thereby reducing school refusal tendency; parent-child conflict will increase expressive repression, thereby increasing school refusal tendency. Based on the above results, this study specifically clarifies the significance of emotion regulation on parent-child relationship and adolescents` school refusal tendency, and puts forward relevant educational practice and research suggestions. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究背景與動機 1第二節 研究目的與問題 7第三節 名詞釋義 8第二章 文獻探討 9第一節 青少年拒學傾向及其相關研究 9第二節 親子關係與青少年拒學傾向及其相關研究 18第三節 情緒調節與青少年拒學傾向及其相關研究 23第三章 研究方法 30第一節 研究架構 30第二節 研究對象 31第三節 研究工具 32第四節 資料處理與分析 34第四章 研究結果 36第一節 親子關係、情緒調節及拒學傾向之初步探究 36第二節 測量模式之適配度考驗 39第三節 結構模式與中介效果檢驗 42第五章 研究討論 45第一節 親子關係、情緒調節及拒學傾向之現況 45第二節 親子關係、情緒調節及拒學傾向之關係 48第三節 情緒調節之中介效果 50第六章 結論與建議 52第一節 研究結論 52第二節 研究貢獻與未來建議 54參考文獻 57附錄一 親子關係量表 76附錄二 情緒調節量表 77附錄三 拒學傾向量表 78 zh_TW dc.format.extent 1849212 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110172003 en_US dc.subject (關鍵詞) 拒學 zh_TW dc.subject (關鍵詞) 情緒調節 zh_TW dc.subject (關鍵詞) 親子關係 zh_TW dc.subject (關鍵詞) 青少年 zh_TW dc.subject (關鍵詞) School refusal en_US dc.subject (關鍵詞) Emotion regulation en_US dc.subject (關鍵詞) Parent-child relationship en_US dc.subject (關鍵詞) Adolescents en_US dc.title (題名) 親子關係與青少年拒學之關係：以情緒調節為中介變項 zh_TW dc.title (題名) The Relationship between Parent-Child Relationship and Adolescents’ School Refusal: Emotional Regulation as a Mediator en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 王星勻（2012）。兒童分離焦慮症引起拒學之探討與介入。諮商與輔導，316，33-36。http://doi.org/10.29837/CG.201204.0014王齡竟、陳毓文（2010）。家庭衝突、社會支持與青少年憂鬱情緒：檢視同儕、專業與家外成人支持的緩衝作用。中華心理衛生學刊，23(1)，65-97。http://doi.org/10.30074/FJMH.201003_23(1).0003王櫻芬（2012）。情緒調節在青少年人際依附與心理困擾之中介角色分析研究。教育心理學報，44(2)，273-293。http://doi.org/10.6251/BEP.20111129江文慈（1999）。情緒調整的發展軌跡與模式建構之研究（未出版之碩士論文）。國立台灣師範大學。呂孟真（2006）。自我傷害動機、負向情緒、經驗迴避、情緒調節與青少年自我傷害行為之關係探索（未出版之碩士論文）。國立政治大學。汪美伶、李灦銘（2010）。學校相關壓力對國中生學業成就之影響：內控信念之調節角色。中華心理衛生學刊，23(1)，1-33。http://doi.org/10.30074/FJMH.201003_23(1).0001李梅、盧家楣（2005）。不同人際關係群體情緒調節方式的比較。心理學報， 37(4)，517-523。李澄賢（2003）。大學生的情緒調節、調節焦點、樂觀與創造力之關係（未出版之碩士論文）。國立政治大學。吳啟安、譚子文（2013）。負面人際關係、低自我控制對青少年偏差行為的影響－接觸偏差同儕的中介作用。青少年犯罪防治研究期刊，5(1)，35-62。http://doi.org/10.29751/JRDP.201306_5(1).0002吳宜真（2013）。中輟生的輔導困境與預防。諮商與輔導，332，61-63。吳柳儀（2006）。「拒學症」知多少？拒學症學生的個案輔導。學生輔導，101，78-90。吳芝儀（2003）。中輟學生的危機與轉機。濤石。吳芝儀（2003）。累犯暴力犯罪者犯罪生涯及自我觀之發展與演變。犯罪學期刊，6(2)，127-176。http://doi.org/10.29607/ZHWHGX.200312.0003吳明燁（2016）。父母難為：台灣青少年教養的社會學分析。五南。沈玉翎、趙淑珠（2018）。親子關係、親子衝突因應策略與校園霸凌之相關研究。輔導與諮商學報，40(2)，57-84。周玉慧、吳明燁、黃朗文（2010）。當中年遇到青少年：親子關係類型與父母中年生活感受。臺灣社會學，20，1-37。http://doi.org/10.6676/TS.2010.20.1周玉慧（2015）。青少年至成年初期親子關係的變化及其影響。中華心理學刊，57(1)，67-89。http://doi.org/10.6129/CJP.20140831周怡敏（2004）。走出暗夜－一個懼學家長孩子父母的敘說（未出版之碩士論文）。國立台灣師範大學。林文瑛、王震武（1995）。中國父母的教養觀:嚴教觀或打罵觀。本土心理學研究，3，2-92。http://doi.org/10.6254/1995.3.2林孟臻、陳牧宏、黃凱琳、徐如維（2022）。兒童青少年之拒學行為。臨床醫學月刊，90(2)，560-563。http://doi.org/10.6666/ClinMed.202208_90(2).0086林佩珊、賀湘邦、王以仁（2012）。嘉義市國小高年級學童親子關係、自我控制與其偏差行為之現況分析。家庭教育雙月刊，39，6-20。http://doi.org/10.6422/JFEB.201209.0006洪美鈴、郭豐榮（2017）。拒學現象之生態系統觀點。諮商與輔導，380，31-37。洪美鈴、曹國璽（2017）。ACT 治療取向應用－以青少年拒學個案為例。輔導季刊，53(4)，61-73。洪美鈴、王麗斐、林正昌、張在蓓（2020）。從校園輔導工作初探拒學議題之生態指標。教育心理學報，51(4)，585-612。http://doi.org/10.6251/BEP.202006_51(4).0004陳奎憙（1993）。教育社會學研究。師大書苑。陳柏霖、洪兆祥、余民寧（2014）。大學生心理資本與憂鬱之關係：以情緒幸福感為中介變項。教育研究與發展期刊，10(4)，23-45。https://doi.org/10.3966/181665042014121004002陳貴琬（2022）。存在主義對青少年逃學行為的處理。諮商與輔導，434，29-32。張郁芬（2001）。寶貝不再怕上學－拒學症的成因及其輔導。師友月刊，404，89-94。https://doi.org/10.6437/EM.200102.0089張雯婷、曾瑞蓉、黃雅君、蘇祐萩（2009）。正向行為支持有效介入特殊學生拒學問題之案例探究。特教論壇，6，48-59。https://doi.org/10.6502/SEF.2009.6.48-59張景嘉、陳畹蘭（2017）。依附關係、情緒、與男性青少年無自殺意圖之自傷行為之關聯：以負向情緒及情緒調節困難為中介變項。長庚人文社會學報，10(1)，1-42。葉在庭(2001)。青少年情緒調適、焦慮、社會支持及生活事件與自殺意念的關係。中華輔導學報，10，151-178。https://doi.org/10.7082/CARGC.200109.0151程雅妤、王郁琮（2021）。青少年親子關係類型及親子互動差異比較：因素混合模式分析。教育心理學報，52(3)，707-730。https://doi.org/10.6251/BEP.202103_52(3).0010曾端真（2000）。兒童拒學症的評估與輔導。諮商與輔導，169，31-34。http://doi.org/10.29837/CG.200001.0003黃春枝（1986）。青少年親子關係適應與父母管教態度之研究。教育與心理研究，9，83-96。楊舒涵（2015）。有校歸不得的孩子－由生態系統合作的角度探討校園內的拒學現象。台灣心理諮商季刊，7(4)，14-43。劉焜輝（1983）。如何突破學校輔導工作的瓶頸。師友月刊，188，4-8。http://doi.org/10.6437/EM.198302.0004劉慈惠（2001）。現代幼兒母親的教養信念－以大學教育程度者為例。新竹師院學報，14，355-405。歐陽儀、吳麗娟（2014）。父母自我分化影響青少年身心健康過程中自我分化代間傳遞與親子三角關係的角色初探。輔導季刊，50(2)，65-73。蔣立德、林亮吟、廖芳玫（2015）。嚴重社交退縮對學生長期不到校之影響分析調查。北市醫學雜誌，12(3)，34-41。http://doi.org/10.6200/TCMJ.2015.12.3.05謝佳真、洪儷瑜（2013）。從拒學問題的評估與介入談學校的輔導。輔導季刊，49(1)，23-32。羅湘敏（2003）。拒學症/懼學症的認識和輔導。屏師特殊教育，7，1-9。蘇琳、陳畹蘭、謝穎慧、高可霓（2015）。性格特質、情緒調節與憂鬱情緒：比較不同性別和情境的調節效果。中華心理衛生學刊，28(4)，569-603。https://doi.org/10.30074/FJMH.201512_28(4).0006Allen, J. 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