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系統識別號 U0002-2006201820184400
中文論文名稱 父母自我知覺情緒調適能力與子女知覺父母情緒表達之關係研究
英文論文名稱 A Study of The Relationship between Parental Self-perceived Emotional Accommodation and Children's Perceived Parental Emotional Expression.
校院名稱 淡江大學
系所名稱(中) 教育心理與諮商研究所碩士班
系所名稱(英) Graduate Institute of Educational Psychology and Counseling
學年度 106
學期 2
出版年 107
研究生中文姓名 謝琬如
研究生英文姓名 Wan-Ru Hsieh
學號 603690917
學位類別 碩士
語文別 中文
口試日期 2018-06-19
論文頁數 165頁
口試委員 指導教授-楊明磊
委員-藍挹丰
委員-張義雄
中文關鍵字 情緒調適  情緒表達 
英文關鍵字 emotion accommodation  emotional expression 
學科別分類 學科別社會科學教育學
中文摘要 本研究目的在探究父母如何知覺自我情緒調適能力,與子女如何知覺父母情緒表達兩者間之關係,屬於質性研究取向。研究者透過半結構深度訪談法,蒐集受訪者所提供之經驗內涵,以扎根理論作為資料分析根基。研究受訪者共6位,分別為代表親代與子代分別3組,共6人。
透過三組親子訪談資料,本文研究結論描述如下:
一、華人文化永恆的孩子角色,使父母成為親子關係衝突的代罪羔羊
(一)親子對事件詮釋不同,產生情緒則不同
(二)父母情緒調適功能佳,親子關係品質亦會提升
(三)父母情緒調適功能僵化,可能使親子關係對立
二、親子關係「和」而不「親」:親子間缺乏溝通,儘管關係無惡化,
但可能使親子距離無法拉近
三、華人文化中永恆孩子角色,期待父母為關係做出改變:父母情緒表達
方式,會影響孩子情緒反應與溝通意願,與衝突解決的效能
四、父母重「和」不重「親」,子女以「順」展現對「親」之渴望:
「忍」可能展現於親子,能暫緩關係衝突,但看不見長久效益
英文摘要 The purpose of this study is to explore how parents perceive their self-emotional accommodation how their children perceive the relationship between parents' emotional expression. This paper is a qualitative oriented research, related data were collected through semi-structured depth interview and analyzed by grounded theory. All 6 participants, including 3 pairs different family (2 mothers, 1 fathers and 3 children).

At last, the conclusions of this paper are described as following:
1. The eternal children's role in Chinese culture, making parents the scapegoats of parent-child relationship conflicts.
(1) When family members interpret the events differently, they may have completely different feelings.
(2) The higher emotion accommodation ability that parents has, the greater quantity of parent-children relationship have.
(3) The rigidity of parents' emotional accommodation may make the parent-child relationship conflict.

2. The parent-child relationship is "harmony" rather than "intimate": Even though it won’t get worse if family members lacks of communication, the distance between parents and children may not be brought closer.

3. The role of eternal children in Chinese culture, expecting parents to make changes in the relationship: Parental expression model will affect children's emotional response and willingness to communicate, and the effectiveness of conflict resolution.

4. Parents who emphasize "harmony" do not emphasize " intimate ", and their children demonstrate a desire for "intimacy" with "obedience": Suppressing expression emotions may appear on parents or children and can delay relationship conflicts, but it does not see long-term benefits.
論文目次 目次
中文摘要……………………………………………………………………………….I
英文摘要……………………………………………………………………………...II
目 次……………………………………………………………….……………..IV
表 次……………………………………………………………….……………...V
圖 次……………………………………………………………….…………..…VI
第一章 緒論………………………………………………………….......…………1
第一節 研究動機與目的…………………………………….……………………1
第二節 研究問題……………………………………………………………………6
第三節 名詞釋義……………………………………………………………………6
第二章 文獻探討……………………………………………………………………9
第一節 父母情緒調適功能………....…………….……………………………9
第二節 情緒表達………………………….......…………………………………20
第三章 研究方法……………………….…...……………………………………34
第一節 研究參與者…….…………………………………………………………36
第二節 研究工具………….………….……………………………………………40
第三節 研究程序………….…………………………………….…………………43
第四節 資料分析………….………………………………….……………………48
第五節 研究品質與倫理….………………………………..……………………53
第四章 研究結果與討論…………………………………………………………55
第一節 父母知覺調適自我情緒之歷程……………….……………………56
第二節 父母知覺情緒表達對子女所帶來之影響………….……………60
第三節 子女知覺父母情緒表達……………….………………………………73
第四節 父母情緒調適,與子女知覺父母情緒表達之關係.…………94
第五章 研究結論與建議………………………………….…………….………139
第一節 研究結論………………………………………………………….………139
第二節 研究限制與建議……………………………………..…………………150
參考文獻…………………………………………..........…………………………151
附錄一………………………………………….............…………………………160
附錄二………………………………………….............…………………………161
附錄三……………………………………………………….............……………163
附錄四………………………………………………………………….............…164

表次
表 3-1-1 受訪者基本資料……………………….…………………………………39
表 3-3-1 訪談大綱形成表………………………….………………………………45
表 3-4-1 編碼分析範例………………………….……….…………………………49
表 3-4-2 命名概念化範例………………………….……….………………………51
表 3-4-3 範疇發展範例………………………….……………….…………………52
表 4-1-1 受訪者分組資料………………………….……………….………………55
表 4-4-1 受訪者A、B事件一歷程表…………………………….………………98
表 4-4-2 受訪者A、B事件二歷程表…………….……………….……………102
表 4-4-3 受訪者C、D事件一歷程表………….……………………….………110
表 4-4-4 受訪者C、D事件二歷程表…………………………………………..117
表 4-4-5 受訪者C、D事件三歷程表…..………………………………………126
表 4-4-6 受訪者E、F事件一歷程表……………………………….……………131
表 4-4-7 受訪者E、F事件二歷程表………………………………………….…134
表 4-4-8 受訪者E、F事件三歷程…………………………………....…….……137
表 5-1-1 第一組受訪親子訪談歷程表……………………………..…...………139
表 5-1-2 第二組受訪親子訪談歷程表……………………………..………...…140
表 5-1-3 第三組受訪親子訪談歷程表………………………………………...…141

圖次
圖 3-3-1 研究程序圖………......……………………………...………………………43
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