兒童負向情緒調節策略量表編製研究
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Date
2015-09-??
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國立臺灣師範大學教育心理學系
Department of Educational Psychology, NTNU
Department of Educational Psychology, NTNU
Abstract
本研究旨在編製兒童負向情緒調節策略量表，建立信度及效度資料，並檢視性別與年齡背景變項於情緒調節策略的差異。研究工具採用自編「兒童負向情緒調節策略量表」，包括六項情緒調節策略，採Likert 七點量表，計36 題。研究分兩階段進行，第一階段先編擬題項，並邀請三位專家進行題項審查，繼而就238 名小規模樣本進行施測與分析，根據信效度資料進行量表修正。第二階段，隨機選取38 個班級，針對878 位五、六年級學生進行自陳量表施測。測量信度方面，具良好內部一致性信度和重測信度。在構念效度方面，以結構方程模式對二隨機樣本群組分別進行理論模式和複核效度的驗證，具模式適配性以及模式穩定性。在區辨和幅合效度方面，情緒表達、轉換和接受分量表間的區辨效度較低，其他分量表的區辨效度可接受；情緒接受和宣洩分量表的幅合效度較低，其他分量表的幅合效度適當。性別與年齡背景變項於情緒調節策略上顯示差異。綜合上述，兒童負向情緒調節量表在相關研究以及輔導實務上具有應用價值。
Purpose: This research seeks to develop a new measurement tool on negative emotion regulation to identify how children regulate their negative emotions. Methods: The “Negative Emotion Regulation Strategies Scale for Children” (NERSC) was administered. Subjects during pretest (N = 238) and formal testing (N = 878) wereall fifth to sixth-grade elementary school students in Taiwan. Through questionnaire survey, data was collected and analyzed using item analysis, principal component analysis,pearson product-moment correlation, multivariate analysis of variance, and Structural Equation Models. Results: The results are as follow. First, through literature review, a research framework was constructed. The pretest questionnaire contained 39 items and includedsix categories. Expert validity was established through the review from three experts in child psychology. Factors extracted from item analysis and principal component analysis wereused to delete and revise items based on pretest results. Second, a seven-point Likert scale was adapted for the 36 items on the formal testing version of the NERSC.Six strategies were: negative emotion clarification, negative emotion expression, negative emotion inhibition, negative emotion venting, negative emotiontransfer regulation strategies, and negative emotion acceptance. The internalconsistency of the six strategies ranged from .63 to .89, and their test-retest reliability ranged from .63 to .86. Third, confirmatory factor analysis, conducted on both the calibration and validation samples, provided evidence supporting a 6-factor structure of the NERSC. Finally, significant differences in strategies were found among different grades and genders. Boys adopted more emotional venting strategies and less emotional expression strategies than girls. Sixth grade children adopted more strategies than fifth grade children. Conclusions: Based on the findings shown above, the NERSC can be useful for understanding the emotional regulation strate
Purpose: This research seeks to develop a new measurement tool on negative emotion regulation to identify how children regulate their negative emotions. Methods: The “Negative Emotion Regulation Strategies Scale for Children” (NERSC) was administered. Subjects during pretest (N = 238) and formal testing (N = 878) wereall fifth to sixth-grade elementary school students in Taiwan. Through questionnaire survey, data was collected and analyzed using item analysis, principal component analysis,pearson product-moment correlation, multivariate analysis of variance, and Structural Equation Models. Results: The results are as follow. First, through literature review, a research framework was constructed. The pretest questionnaire contained 39 items and includedsix categories. Expert validity was established through the review from three experts in child psychology. Factors extracted from item analysis and principal component analysis wereused to delete and revise items based on pretest results. Second, a seven-point Likert scale was adapted for the 36 items on the formal testing version of the NERSC.Six strategies were: negative emotion clarification, negative emotion expression, negative emotion inhibition, negative emotion venting, negative emotiontransfer regulation strategies, and negative emotion acceptance. The internalconsistency of the six strategies ranged from .63 to .89, and their test-retest reliability ranged from .63 to .86. Third, confirmatory factor analysis, conducted on both the calibration and validation samples, provided evidence supporting a 6-factor structure of the NERSC. Finally, significant differences in strategies were found among different grades and genders. Boys adopted more emotional venting strategies and less emotional expression strategies than girls. Sixth grade children adopted more strategies than fifth grade children. Conclusions: Based on the findings shown above, the NERSC can be useful for understanding the emotional regulation strate