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|Other Titles:||Gender Differences in Mother-Child Conversations about Past Emotions|
Department of Educational Psychology, NTNU
|Abstract:||過去經驗充滿著情緒，事件的情緒意義只有在回溯時才會展現，而母親與其子女談話是建構敘說情緒的情境。本研究主要目的是探究在情緒經驗的談話中，母親對其子女和其子女間情緒用語的差異。研究對象有母子及母女各20 對，幼兒平均年齡48 個月，是獨生子女，語文能力無差異。資料蒐集是至家中請親子談論共有的快樂、生氣、難過和害怕情緒，並參考Fivush 與Wang 等人的編碼，以t 考驗和卡方分析資料。結果發現，母親對其子女和子女間的情緒語彙量都無差異。再深入探究之，對男孩的快樂情緒，母親會想了解其原因，以提問的方式持續話題，至於男孩的害怕情緒，母親會以澄清及指導言語與之對話。對女孩，母親會以指導方式談論其難過情緒，至於生氣情緒都在談論人際關係。在負向情緒問題方法的提供是無性別差異的。依結果，建議可長期追蹤情緒社會化的歷程，分析情緒語彙的變化及精緻度，探究每對母子和母女情緒用語，關注男女孩的情緒平衡發展，以及應常和幼兒有情緒經驗的對話。|
The emotional meaning of previous experienced events emerges from retrospection. Mother-child conversations are contexts in which emotional narratives are built and where children acquire emotional values or meanings. In this study explored gender differences for emotional words that mothers and their 48-month-old (averaged) children used to communicate regarding past experiences. Participants included 20 mother-son dyads and 20 mother-daughter dyads. Data were collected during home visits on conversations of shared previous events between mothers and their only child on four specific emotion experiences: happiness, anger, sadness, and fear. The results showed that there was no difference in the amount of the emotional words used between mothers and boys or mothers and girls in the conversations. Additionally, with sons, mothers tended to talk about happy experiences through questioning, but fearful experiences through clarifying and guiding manners. In contrast, with daughters, mothers were found to frequently use guiding manners to discuss sad experiences. Across genders, no difference was found on words used to talk about regulating negative emotions. Based on the results, we propose longitudinal monitoring of the socialization processes of emotion development, then analyzing the variation and elaboration of emotional word use between mothers and children in order to equate the emotion development between boys and girls and encourage conversations involving emotional experiences.
|Appears in Collections:||教育心理學報|
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