Developmental Trajectories and Model Construction for Emotion Regulation

• Main Authors: Wein-Tzu Chiang, 江文慈
• Other Authors: Ching-Yuan Chang
• Format: Others
• Language: zh-TW
• Published: 1999
• Online Access: http://ndltd.ncl.edu.tw/handle/04207928432271850922

博士 === 國立臺灣師範大學 === 教育心理與輔導研究所 === 87 === Emotion regulation plays an important role in mental health and adjustment, but little is known about its developmental process. The purposes of this study were to explore the developmental trajectories for emotion regulation, and to establish a theoretical model for development of emotion regulation. In order to accomplish these purposes, the study was divided into two parts. Study Ⅰ was to explore the developmental trajectories for emotion regulation during adolescence. The participants were 108 the 5th, 8th , and 11th grade adolescents. They were given the "Emotion Regulation Interview". Data collected from interviews with adolescents. The results showed that there were differences among groups of different ages concerning the five aspects ( emotional awareness, emotional expression, emotional regulation strategies, emotional reflection, and emotional efficacy ) of emotion regulation. The developmental trends were as follows: (1) awareness of multiple differential emotions increase with development; (2) use of indirect and covert modes to express emotion increase with development; (3) use of cognitive restructuring and problem solving strategies increase with development; (4) the ability to reflect on regulating emotion improves with development; and (5) the sense of self-efficacy in regulating emotion become more moderate with development. In studyⅡ, the researcher proposed a model which included the components of social affective experience, personal belief, emotional regulation ability, and life adjustment; and verified the goodness of fit of this model. The subjects contained 298 8th grade adolescents. The research instruments administered were "Emotion Regulation Inventory", "Social Affective Experience Inventory", "Personal Belief Inventory", and "Life Adjustment Inventory". The data were analyzed by LISREL. The results indicated that the observed data fitted the theoretical model. This means that the model developed was supported. The model offers a conceptual framework for understanding developmental change of emotion regulation. Based on these findings and conclusions, the suggestions for the aspects of emotion education practice and future research were proposed.