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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/55343


    Title: 大學生在親子互動情境中的情緒調節歷程之研究
    Other Titles: The Emotion Regulatory Procrsses in Parent-Child Interaction among College
    Authors: 修慧蘭
    Contributors: 國立政治大學心理學系
    行政院國家科學委員會
    Keywords: 情緒調節歷程;親子互動;親子關係
    Date: 2011
    Issue Date: 2012-11-08 14:06:17 (UTC+8)
    Abstract: 個人與父母間的情緒分化在家族治療理論及相關研究均已證實其重要性，原有家庭系統理論雖可從家庭系統觀來分析，但似乎忽略了個人可以在此系統互動傳遞歷程中可能具有的個人調節能力，因此本研究欲以Gross, Richards,及John（2006）提出「情緒調節歷程模式」為理論基礎，主要針對親子間的互動，包含父子/女、母子/女，擬以實驗室方式進行，以模擬影片放映方式，蒐集大學生受試者在此特定親子互動歷程中的情緒調節歷程反應行為。並探討如性別、與父母親關係程度、同理能力、主觀幸福感等變項與個人面對親子間情緒調節各歷程的關連性。綜合上述，本研究目的為： 1. 瞭解大學生與親代（父、母）互動中常發生的正/負向情緒情境（刺激） 2. 探討大學生面對與親代（父、母）互動中的正/負向情緒情境時的情緒調節歷程。 3. 探討上述調節歷程與性別、親子關係、同理能力、主觀幸福感之關係。
    The family therapy theories and researches have offered some empirical evidence to support the importance about the emotion differentiation between individuals and their parents. However, the family systems theory seems neglected in the roles and functions of the individual ability of emotion regulation process among the interaction. Based on the model of emotion regulation process, introduced by Gross, Richards and John (2006), this research will collect data for the reactive behavior from showing a videotape of parenting interaction (including father-son/ daughter and mother-son/ daughter The purposes of this study are: (1) To explore the interactive situation (stimulation) of positive/negative emotion from the college students with their parents. (2) To explore the college student’s reactive behavior in emotion regulation process toward some interactive situation of positive/negative emotion with their parent. (3) To explore the relationship among different regulation processes behaviors and individual characteristics (i.e., gender, parent-child relationship, empathy ability, and subjective well-being).
    Relation: 基礎研究
    學術補助
    研究期間:10008~ 10107
    研究經費:501仟元
    Data Type: report
    Appears in Collections:[心理學系] 國科會研究計畫

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