| Summary: | 碩士 === 高雄醫學大學 === 行為科學研究所碩士班 === 93 === Contemporary emotion researchers focus on the positive value of emotions. This research attempts to integrate multi-emotion concepts, build and construct a emotion-focused group .Therefore, there are two following goals in this research：1 Appling theories to practices model .2 Evaluating the effects of an Emotion-Focused Group.
The study adopted a mixed design (including 1.different manipulated-group, such as, emotion awareness, emotion regulation, and contrast group. 2 different sample-group, such as, college students , and community adults.) Total are 74subjects in this study, people who received group were 60, including 9 males and 51 females. college students were 28（including emotion awareness group were 13, emotion regulation were group 15）, community adults were 32（including emotion awareness group were 13, emotion regulation group were19）, and contrast group were14, including 2 males and 12 females. The subjects were divided into two kinds of groups（emotion awareness ,and emotion regulation）.Before group starting, each subject has to accept a pretest (including self-rating scales and semi-constructed emotion event article). Self-rating scales, such as, Beck Depression Inventory, Beck Anxiety Inventory, Emotion-Efficiencies Scale, Self-Esteem Scale, and Self-Efficiencies Scale. Researchers according "Emotion Process Rating Scale manual " to evaluate individual''s expressed emotion ability in semi-constructed emotion content, such as awareness himself emotion-state, awareness others’ emotion-state, emotion intensity, self-exploration, emotion-reflection, self-focus, completion of emotion event, emotion regulation strategies, emotion recovery and inspiration/conclusion). The inter-grader reliabilities of most items in the rating scale achieved .7values, but the scale of, self-exploration, and inspiration/conclusion below .7. Before group ending, each subject has to accept a posttest. And then we according Emotion Process Rating Scale manual and self-rating scales scores to evaluate individual''s emotional ability and performance.
The results indicated the following: The emotion awareness group contributed to improving the participant''s emotion-reflection and inspiration/ conclusion abilities were significantly improving than contrast-group. Emotion recovery ability were borderline improving than contrast-group. The emotion regulation group contributed significantly improving the participant''s inspiration/conclusion, Emotion Efficiencies, Self-Esteem, and Self-Efficiencies abilities. Emotion recovery ability were borderline improving than contrast-group. One of the interesting results in this research is that after group, participants’ emotion awareness was not so good as contrast-group. There were no other significantly difference in other emotion abilities and emotion states.
Different sample-group (including college students, community adults) were no other significantly difference in emotion abilities and emotion states. However, after group college students was significantly difference in self-exploration. There were no other significantly difference in community adults.
keyword: emotion intelligence, emotion regulation, emotion awareness , emotion-reflection , college students , community adults
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