師資生線上負向情緒調節體驗之探究

Preservice Teachers’ Sharing of Negative Emotion Regulation Experiences on an Online Platform

黃絢質
Hsun-Chih Huang

Doi：10.6925/SCJ.202203_18(1).0003


所屬期刊： 第18卷第1期 主編：國立政治大學教育行政與政策研究所特聘教授
秦夢群
系統編號： vol068_03
主題： 測驗與評量
出版年份： 2022
作者： 黃絢質
作者(英文)： Hsun-Chih Huang
論文名稱： 師資生線上負向情緒調節體驗之探究
論文名稱(英文)： Preservice Teachers’ Sharing of Negative Emotion Regulation Experiences on an Online Platform
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別：
論文頁數： 32
中文關鍵字： 負向情緒調節、師資生、意義治療法
英文關鍵字： logotherapy, negative emotion regulation, preservice teachers
服務單位： 國立高雄師範大學師資培育與就業輔導處
稿件字數： 20397
作者專長：
投稿日期： 2021/7/22
論文下載： pdf檔案icon
摘要(中文)： 本研究旨在透過「負向情緒調節體驗平台」，廣泛地分析師資生面臨線上「師資生困境故事」所進行的情緒調節（emotion regulation）。包括：第一，融入意義治療法之概念，探討師資生從該困境故事中看出的潛在正面意義（開放式問題一）；第二，探討師資生若為該困境故事主角，擬採取因應以舒緩負向情緒的方式（開放式問題二）。本研究以質性內容分析法之傳統內容分析取向，分析上述開放式問題一與問題二，並搭配量化的資料進行初步探究。本研究的研究對象為來自臺灣各大學師資培育課程的294 位師資生。本研究發現，就開放式問題一，師資生按回應次數依序為：「自我磨練與成長的機會」、「至少仍有的優勢與好處」、「自我思量、自我步調調整與規劃的契機」、「對未來願景∕正向結果的期望與信念」；至於開放式問題二，師資生按回應次數依序為：「問題解決─積極規劃∕安排與行動因應」、「放鬆紓壓與轉移焦點」、「問題解決─尋求支持、支援與資源」、「自我認知與情緒的調整」、「坦然面對與接受」、「問題解決─問題思量」、「消極因應」。本研究的研究結果期為我國師資培育的輔導與教學實務提供一些建議。
摘要(英文)： An online platform was developed for examining the negative emotion regulation experiences of preservice teachers. On the platform, participants were asked to read vignettes related to preservice teachers’ adversities. Through the online examination of negative emotion regulation experiences, this study investigated (1) the positive takeaways participants gleaned from adversities under the concept of logotherapy (the first open-ended question) and(2) how participants planned to cope with adversities to regulate their negative emotions (the second open-ended question). Through qualitative content analysis, a conventional content analysis approach, this study analyzed the responses to the aforementioned open-ended questions. Preliminary quantitative analyses were also adopted to gain supplementary information . The participants were 294 preservice teachers in Taiwan. The findings were as follows. In response to the first open-ended question, preservice teachers mentioned “the
opportunity for self-training and development,” “the minimal benefits,” “the opportunity for self-reflection, modification, and planning,” and “expectations and beliefs related to positive future outcomes” as positive takeaways. In response to the second open-ended question, which asked participants how they planned to cope with adversities to regulate their negative emotions, the participants mentioned “problem solving: active organization/arrangement and action,” “relaxation and the deployment of attention,” “problem solving: seeking social support and resources,” “modification of self-cognition and emotions,” “facing challenges and acceptance,” “problem solving: problem pondering,” and “passive coping.” These responses have implications for counseling and instruction in teacher education programs in Taiwan.
參考文獻： 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），273-294。https://doi.org/10.6251/BEP.20111129

江文慈（2004a）。大學生的情緒調整歷程與發展特徵。教育心理學報，35（3），249-268。https://doi.org/10.6251/BEP.20030731

江文慈（2004b）。實習教師的情緒地圖：社會建構的觀點。教育心理學報，36
（1），59-83。https://doi.org/10.6251/BEP.20040506

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。

李朝霞、楊孝（2008）。大學生社交焦慮現狀的調查與分析。武漢科技大學學報（社會科學版），10（2），77-80。

林清山（2014）。心理與教育統計學。東華。

張凱筑（2014）。台灣研究生英語口頭報告之焦慮來源與應對策略研究（碩士論文，國立臺灣師範大學）。臺灣碩博士論文知識加值系統。ttps://hdl.handle.net/
11296/7abeu9

張學善（2004）。情緒管理課程對提升教育學程學生情緒智慧之成效研究。彰化師大輔導學報，26（2），37-56。https://doi.org/10.7040/GJ.200412.0037

教育部（2019a 年6 月26 日）。師資培育之大學辦理師資職前教育注意事項 https://edu.law.moe.gov.tw/LawContent.aspx?id=GL001905

教育部（2019b 年12 月11 日）。師資培育法。https://law.moj.gov.tw/LawClass/LawAll.aspx?PCode=H0050001

連健翔（2012）。大學生依附關係、情緒調節與憂鬱之關係（碩士論文，國立臺中教育大學）。臺灣碩博士論文知識加值系統。https://hdl.handle.net/11296/3975k2

黃絢質（已接受）。師資生的焦慮因素與因應焦慮的方式─內容分析取向之初
探。人文社會科學研究: 教育類。

楊琬琳、鍾宜君（2020）。批判教育學視角下實習教師的實習困境與因應策略。教育研究與發展期刊，16（2），31-61。https://doi.org/10.6925/SCJ.202006_16(2).0002

謝幸娟（2016）。情緒調節策略構面與其對心理適應影響之探討（碩士論文，高雄醫學大學）。臺灣碩博士論文知識加值系統。https://hdl.handle.net/11296/
xwp377

饒見維（2010）。在師資培育中實施情緒教育之實踐經驗與展望。教育研究與發展期刊，6（1），65-94。

Ameli, M. (2016a). Integrating logotherapy with cognitive behavior therapy: A worthy challenge.In A. Batthyany (Ed.). Logotherapy and Existential Analysis (pp. 197-217). Springer.

Ameli, M. (2016b). Reason, meaning, and resilience in the treatment of depression: Logotherapy as a bridge between cognitive-behavior therapy and positive psychology. In P. Russo-Netzer, S. E. Schulenberg, A.Batthyany (Eds.). Clinical Perspective on Meaning: Positive and Existential Psychotherapy (pp. 223-244). Springer.

Antoniou, A. S., Polychroni, F., & Vlachakis, A. N. (2006). Gender and age differences in occupational stress and professional burnout between primary and high?school teachers in Greece. Journal of Managerial Psychology, 21(7), 682-690. https://doi.org/10.1108/02683940610690213

Asiri, S., Asiri, A., Ulahannan, S., & Alshiek, M. (2018). Prevalence of depression, anxiety and stress among male medical students at Najran University. International Journal of Medical and Health Research, 4(8), 94-99.

Atzmuller, C., & Steiner, P. M. (2010). Experimental vignette studies in survey research.Methodology, 6, 128-138. https://doi.org/10.1027/1614-2241/a000014

Barrett, L. F., Gross, J., Christensen, T. C., & Benvenuto, M. (2001). Knowing what youre feeling and knowing what to do about it: Mapping the relation between emotion differentiation and emotion regulation. Cognition & Emotion, 15(6), 713-724. https://doi.org/10.1080/02699930143000239

Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., & Sammut, S.(2015). The prevalence and correlates of depression, anxiety, and stress in a sample of college students. Journal of Affective Disorders, 173, 90-96. https://doi.org/10.1016/j.jad.2014.10.054

Bellmore, A., Chen, W. T., & Rischall, E. (2013). The reasons behind early adolescents’ responses to peer victimization. Journal of Youth and Adolescence, 42(2), 275-284. https://doi.org/10.1007/s10964-012-9825-0

Brougham, R. R., Zail, C. M., Mendoza, C. M., & Miller, J. R. (2009). Stress, sex differences, and coping strategies among college students. Current Psychology, 28(2), 85-97. https://doi.org/10.1007/s12144-009-9047-0

Buckley, M., & Saarni, C. (2009). Emotion regulation: Implications for positive youth development. In R. Gilman, E. S. Huebner, & M. J. Furlong (Eds.). Handbook of positive psychology in schools (pp. 107-118). Routledge.

Choudhary, S., Sharma, A. K., Jabeen, N., & Magotra, R. (2019). Study of Incidence of Depression, Anxiety and Stress Among the First Year Medical Students in Government Medical College. JK Science, 21(2), 76-80. http://www.jkscience.org/archives/volume212/7-Original%20Article.pdf

Collaborative for Academic, Social, and Emotional Learning [CASEL] (2020). CASEL’s SEL framework: What are the core competence areas and where are they promoted? https://casel.s3.us-east-2.amazonaws.com/CASEL-SEL-Framework-11.2020.pdf

Eisenberg, N., & Spinrad, T. L. (2004). Emotion?related regulation: Sharpening the definition.Child Development, 75(2), 334-339. https://doi.org/10.1111/j.1467-8624.2004.00674.x

Ersay, E., Turko?lu, D., & Kaynak, K. B. (2014). Investigating the relationship between preservice early childhood teachers emotional awareness levels and their emotion regulation strategies. European Journal of Research on Education, 2(2), 229-237. https://doi.org/10.15527/ejre.201426268

Fox, S., & Spector, P. E. (2006). The many roles of control in a stressor-emotion theory of counterproductive work behavior. In P. L. Perrewe & D. C. Ganster (Eds.). Employee
health, coping and methodologies (pp. 171-201). Elsevier Science/JAI Press.

Frankl, V. E. (2006). Mans search for meaning. Beacon. Geravand, F., & Shokri, O. (2009). Academic stressors and reactions to stressors: Testing the mediating effects of coping styles. Journal of Modern Psychological Researches, 3(12), 101-122.

Gorter, R., Freeman, R., Hammen, S., Murtomaa, H., Blinkhorn, A., & Humphris, G. (2008). Psychological stress and health in undergraduate dental students: Fifth year outcomes compared with first year baseline results from five European dental schools. European Journal of Dental Education, 12(2), 61-68. https://doi.org/10.1111/j.1600-0579.2008.00468.x

Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271-299. https://doi.org/10.1037/1089-2680.2.3.271

Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687

Huang, H. C., & Bellmore, A. (2020). Under what conditions do U.S. and Taiwanese late adolescents feel victimized by their peers?. Asian Journal of Social Psychology, 23(1), 91-102. https://doi.org/10.1111/ajsp.12394

Huang, G. H. C., & Gove, M. (2015). Confucianism, Chinese families, and academic achievement: Exploring how Confucianism and Asian descendant parenting practices influence children’s academic achievement. In M. S. Khine (Ed.). Science education in East Asia (pp. 41-66).Springer.

Kariv, D., & Heiman, T. (2005). Task-oriented versus emotion-oriented coping strategies: The case of college students. College Student Journal, 39(1), 72-85. https://eric.ed.gov/?id=EJ711897

Kim, J., & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation, peer relations, and psychopathology. Journal of Child Psychology and Psychiatry, 51(6), 706-716. https://doi.org/10.1111/j.1469-7610.2009.02202.x

Kumaraswamy, N. (2013). Academic stress, anxiety and depression among college students: A brief review. International Review of Social Sciences and Humanities, 5(1), 135-143.

Le, T. P., Hsu, T., & Raposa, E. B. (2021). Effects of natural mentoring relationships on college students’ mental health: The role of emotion regulation. American Journal of Community Psychology,68(1-2), 167-176. https://doi.org/10.1002/ajcp.12504

Leppink, E. W., Odlaug, B. L., Lust, K., Christenson, G., & Grant, J. E. (2016). The young and the stressed: Stress, impulse control, and health in college students. The Journal of Nervous and Mental Disease, 204(12), 931-938. https://doi.org/10.1097/NMD.0000000000000586

Macklem, G. L. (2008). Practitioner’s guide to emotion regulation in school-aged children.Springe.

Mahoney, C. T., Segal, D. L., & Coolidge, F. L. (2015). Anxiety sensitivity, experiential avoidance, and mindfulness among younger and older adults: Age differences in risk factors for anxiety symptoms. The International Journal of Aging and Human Development, 81(4), 217-240. https://doi.org/10.1177/0091415015621309

Mc Elroy, S., & Hevey, D. (2014). Relationship between adverse early experiences, stressors, psychosocial resources and wellbeing. Child Abuse & Neglect, 38(1), 65-75. https://doi.org/10.1016/j.chiabu.2013.07.017

Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121-131. https://doi.org/10.1037/a0033546

Misra, R., & McKean, M. (2000). College students academic stress and its relation to their anxiety, time management, and leisure satisfaction. American Journal of Health Studies, 16(1), 41-51. https://www.proquest.com/openview/c2c1309ac42c1cc4b74e146f6b0e260
c/1?pq-origsite=gscholar&cbl=30166

Morrish, L., Rickard, N., Chin, T. C., & Vella-Brodrick, D. A. (2018). Emotion regulation in adolescent well-being and positive education. Journal of Happiness Studies, 19(5), 1543-1564. https://doi.org/10.1007/s10902-017-9881-y

Neuendorf, K. A. (2016). The content analysis guidebook. Sage.

Neupert, S. D., Almeida, D. M., & Charles, S. T. (2007). Age differences in reactivity to daily stressors: The role of personal control. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 62(4), 216-225. https://doi.org/1 0.1093/geronb/62.4.p216

Owczarek, J. E., Lion, K. M., & Radwan-Oczko, M. (2020). Manifestation of stress and anxiety in the stomatognathic system of undergraduate dentistry students. Journal of International Medical Research, 48(2), 1-12. https://doi.org/10.1177/0300060519889487

Palomera, R., Briones, E., Gomez-Linares, A., & Vera, J. (2017). Filling the gap: Improving the social and emotional skills of pre-service teachers. Revista de Psicodidactica (English ed.), 22(2), 142-149. https://doi.org/10.1016/j.psicoe.2017.05.005

Park, S. Y., & Kang, J. H. (2005). The relations between childrens emotion regulation, aggression and school adjustment. Korean Journal of Child Studies, 26(1), 1-14.

Pasaribu, T. A., & Harendita, M. E. (2018). English language anxiety of pre-service teachers: Causes and coping strategies. LLT Journal: A Journal on Language and Language Teaching, 21(2), 134-147. https://core.ac.uk/download/pdf/230011444.pdf

Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.). Handbook of research on student engagement (pp. 259-282). Springer.

Quoidbach, J., Mikolajczak, M., & Gross, J. J. (2015). Positive interventions: An emotion regulation perspective. Psychological Bulletin, 141(3), 655-693. https://doi.org/10.1037/a0038648.

Riediger, M., & Klipker, K. (2014). Emotion regulation in adolescence. In J. J. Gross (Ed.).Handbook of emotion regulation (2nd ed., pp. 187-202). Guilford Press.

Ryan, K. (2013). How problem focused and emotion focused coping affects college students perceived stress and life satisfaction [Unpublished bachelor’s thesis]. DBS School of Art. https://esource.dbs.ie/bitstream/handle/10788/1622/ba_ryan_k_2013.pdf?sequence=1

Sammephet, B., & Wanphet, P. (2013). Pre-service teachers’ anxiety and anxiety management during the first encounter with students in EFL classroom. Journal of Education and Practice, 4(2), 78-87. https://doi.org/10.13140/RG.2.1.5016.4966

Schafer, J. O., Naumann, E., Holmes, E. A., Tuschen-Caffier, B., & Samson, A. C. (2017).
Emotion regulation strategies in depressive and anxiety symptoms in youth: A metaanalytic review. Journal of Youth and Adolescence, 46(2), 261-276. https://doi.org/10.1007/s10964-016-0585-0

Sheppes, G., & Gross, J. J. (2011). Is timing everything? Temporal considerations in emotion regulation. Personality and Social Psychology Review, 15(4), 319-331. https://doi.org/10.1177/1088868310395778

Southwick, S. M., Lowthert, B. T., & Graber, A. V. (2016). Relevance and application of logotherapy to enhance resilience to stress and trauma. In A. Batthyany (Ed.). Logotherapy and existential analysis (pp. 131-149). Springer.

Stawski, R. S., Sliwinski, M. J., Almeida, D. M., & Smyth, J. M. (2008). Reported exposure and emotional reactivity to daily stressors: The roles of adult age and global perceived stress. Psychology and Aging, 23(1), 52-61. https://doi.org/10.1037/0882-7974.23.1.52

Sun, J. W., Lin, P. Z., Zhang, H. H., Li, J. H., & Cao, F. L. (2018). A non-linear relationship
between the cumulative exposure to occupational stressors and nurses’ burnout and the potentially emotion regulation factors. Journal of Mental Health, 27(5), 409-415. https://doi.org/10.1080/09638237.2017.1385740

Sutton, R. E., Mudrey-Camino, R., & Knight, C. C. (2009). Teachers emotion regulation and classroom management. Theory Into Practice, 48(2), 130-137. https://doi.org/10.1080/00405840902776418

Wahed, W. Y. A., & Hassan, S. K. (2017). Prevalence and associated factors of stress, anxiety and depression among medical Fayoum University students. Alexandria Journal of Medicine,53(1), 77-84. https://doi.org/10.1016/j.ajme.2016.01.005

Wong, P. T. (2013). From Logotherapy to Meaning-Centered Counseling and Therapy. In The human quest for meaning (pp. 665-694). Routledge.

Yip, J. A., & Martin, R. A. (2006). Sense of humor, emotional intelligence, and social competence. Journal of Research in Personality, 40(6), 1202-1208. https://doi.org/10.1016/j.jrp.2005.08.005

Zhang, Y., & Wildemuth, B. M. (2009). Qualitative analysis of content. In B. Wildemuth (Ed.). Applications of social research methods to questions in information and library science (pp. 222-231). Libraries.

Zimmermann, P., & Iwanski, A. (2014). Emotion regulation from early adolescence to emerging adulthood and middle adulthood: Age differences, gender differences, and emotion-specific developmental variations. International Journal of Behavioral Development, 38(2), 182-194. https://doi.org/10.1177/0165025413515405