秦秀蘭Chin, Hsiu-Lan張嘉玲Chang, Chia-Ling2023-12-082023-07-052023-12-082023https://etds.lib.ntnu.edu.tw/thesis/detail/23ad8eefab1ce00f7bcf6966d15aff94/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/119714本研究旨在並編製一份針對我國中高齡暨高齡學習者使用，具有信效度的中高齡暨高齡學習者情緒調適策略量表（Middle-aged and Senior learners Emotional Regulation Strategies Scale，MS-ERSS），以瞭解我國中高齡暨高齡學習者情緒調適策略運用的狀況。本研究透過問卷調查法，以自編的「中高齡暨高齡學習者情緒調適策略量表」為工具，以立意取樣選取年滿45歲以上臺灣芯福里情緒推廣協會的志工，進行網路調查，回收問卷538份，有效樣本538份，回收率100%。施測資料經驗證性因素分析驗證後，完成一份完整的「中高齡暨高齡學習者情緒調適策略量表」。本量表包括：我和自我、我和他人、我和環境等三個子量表，每個子量表分三個層面：「覺察」、「處理」、「表達」，每個層面4題，總共36題。研究結論如下：量表經過專家三次德懷術問卷。信度方面，三個子量表的信度為Cronbach’s α 均在 0.8以上，表內部有一致性，但是在未刪題的狀況下保留所有題項，三個子量表在組成信度上偏低，再用萃取變異量三個子量表均超過0.5的水準，表示本量表構面之指標內部一致性為尚可接受，具有一定的信度。量表效度：本研究在進行驗證性因素分析同時，即可透過所得到因素間相關係數，三個子量表各有其層面低於對角線數字；再進一步用構面比較模式法，各層面之卡方值變動量均有顯著差異，代表有一定的區別效度。以臺灣芯福里中高齡暨高齡情緒志工為對象的調查結果發現：1.自覺健康狀況佳的人與有從事宗教信仰活動的人，情緒調適策略的運用較佳。中高齡與高齡者的自我覺察是影響情緒調適運用的關鍵因素。2.透過情緒教育培訓過的受試者，其個體情緒調適策略的運用不因年齡或教育程度而有所不同；3.投入推廣情緒教育的年資越久者，情緒調適策略的運用越佳。由此得知，中高齡者情緒調適策略的學習與運用是可以學習的，而且值得大力推廣。最後本研究也針對量表應用在實務和未來研究上提出一些建議，可做為中高齡暨高齡學習者自身學習，還有相關中高齡暨高齡教育、推廣單位等參考。This study aims to compile a reliable and valid Emotional Regulation Strategies Scale (ERSS) for middle-aged and elderly learners in my country, so as to understand the use of emotional regulation strategies by middle-aged and elderly learners in my country. status.This study uses the self-compiled"Emotional Adjustment Strategies Scale for Middle-Aged and Elderly Learners" as a tool, and selects volunteers from Taiwan Xinfuli Emotional Promotion Association who are over 45 years old to conduct an online survey. , 538 questionnaires were recovered, 538 valid samples, and the recovery rate was 100%. After the test data were verified by confirmatory factor analysis, a complete "Emotional Adjustment Strategies Scale for Middle-Aged and Elderly Learners" was completed. This scale includes three subscales: I and myself, I and others, and I and the environment. Each subscale is divided into three levels:"awareness", "processing", and "expression". There are 4 items in each level, and the total 36 questions. The conclusions of the research are as follows: the scale has been passed through the expert three-time Moral Technique questionnaire. In terms of reliability, the reliability of the three subscales is that Cronbach's α is above 0.8, and there is consistency within the table, but all items are kept without deleting the items, and the composition reliability of the three subscales is relatively low. The three sub-scales of extraction variation are all over 0.5, indicating that the internal consistency of the indicators in this scale is acceptable and has a certain degree of reliability. Scale validity: In this study, while conducting confirmatory factor analysis, through the obtained correlation coefficients between factors, each of the three subscales has its level lower than the diagonal number; There are significant differences in the changes in the chi-square value of the levels, which means that there is a certain degree of discriminant validity.Investigation on the current situation of emotional adjustment among middle-aged and elderly learners: 1. People who feel that they are in good health and those who engage in religious activities use better emotional adjustment strategies. The self-awareness of middle-aged and elderly people is a key factor affecting the use of emotion regulation. 2. The use of individual emotion adjustment strategies for the subjects who have been trained through emotional education is not different due to age or education level; 3. The longer the experience in promoting emotional education, the better the use of emotional adjustment strategies. From this, it can be learned that the learning and application of emotional adjustment strategies for middle-aged and elderly people can be learned, and it is worth vigorously promoting.Finally, this study also puts forward some suggestions for the application of the scale in practice and future research, which can be used as a reference for the middle-aged and elderly learners themselves, as well as relevant middle-aged and elderly education and promotion units.情緒調適情緒調適策略中高齡暨高齡學習者量表編製emotional regulationemotional regulation strategiesmiddle-aged and elderly learnersscale developmentetd