青少年閱讀繪本對情緒管理的影響之研究-以臺北市某國中學生為例

Abstract

本研究旨在探討青少年閱讀繪本對情緒管理的影響，以臺北市某國中學生為例。鑑於臺灣青少年心理健康面臨日益嚴峻的自殺風險，且情緒困擾與此高度相關，本研究旨在發掘閱讀繪本作為潛在的情緒管理介入策略。研究目的包括瞭解國中學生的情緒困擾問題、分析其選擇繪本的考量因素，並深入探討繪本閱讀對情緒覺察、情緒表達與情緒調節等情緒管理歷程的影響。本研究主要採用質性研究方法（如半結構式訪談、故事地圖），輔以量化數據（正負向情緒量表 PANAS）進行分析。研究對象為10位有情緒困擾但未達心理疾病的國中生，採立意取樣。研究流程包含前導問卷（識別情緒困擾類型）、繪本選擇與閱讀，以及閱讀後訪談與PANAS後測。研究結果顯示，研究參與者最普遍的情緒困擾類型為負面情緒與失落分離（兩者皆7人次），其次為自我認同及同儕關係。面對情緒困擾時，最常見的行為反應是「身體靜態隔離」（5次）及「藝術創作或欣賞」（3次），顯示情緒表達方式相對有限。在繪本選擇方面，「書名與封面」為主要立即性考量（各12人次），而繪本的「主題、角色、情節及風格」則與持續性閱讀密切相關。針對情緒管理歷程，22個繪本閱讀人次中，達到情緒覺察的有100%（22人次），情緒表達有91%（20人次），情緒調節有95%（21人次）。質性訪談獲得許多寶貴洞察，學生提及的哽咽、思念已故親友、霸凌經驗等，皆顯示繪本對其內心觸動之深。量化數據顯示，儘管整體正負向情緒量表前後測並無顯著差異，但進一步分析發現，90%的研究參與者（9位）負向情緒有所減少，且針對這9位參與者，負向情緒量表確實存在顯著差異，這表示繪本在減少負面情緒方面具有顯著成效。研究結論為繪本閱讀是促進國中生情緒管理、特別是減少負面情緒的有效工具，能幫助他們覺察、表達與調節自身情緒。This study investigated the impact of picture book reading on emotional management among junior high school adolescents in Taipei City. Addressing growing concerns about adolescent mental health and suicide risks in Taiwan, the research explored picture books as a potential intervention. Objectives included understanding emotional distress, students' book selection criteria, and reading's influence on emotional awareness, expression, and regulation. Employing qualitative methods (semi-structured interviews, story maps) supplemented by quantitative data (PANAS), the study involved 10 purposively sampled junior high students with emotional distress not reaching clinical levels. The process included pre-questionnaires for distress identification, picture book selection/reading, post-reading interviews, and PANAS post-tests. Results showed negative emotions and loss/separation as most common distress types (7 instances each). Common behavioral responses were"physical static isolation" (5 instances) and "artistic creation" (3 instances), indicating limited emotional expression. "Title and cover" were primary immediate book selection factors, while "theme, characters, plot, and style" influenced sustained reading. Regarding emotional management, 22 reading instances showed high achievement in emotional awareness (100%), expression (91%), and regulation (95%). Qualitative insights revealed deep emotional impact from books, including reflections on grief and bullying. Quantitatively, while overall PANAS scores showed no significant difference, further analysis demonstrated that 90% (9 participants) experienced a reduction in negative emotions, with a significant difference for this group.The study concludes that picture book reading is an effective tool for promoting emotional management in junior high students, specifically in reducing negative emotions and aiding their awareness, expression, and regulation of emotions.