簡易檢索 / 詳目顯示

研究生: 陳昱潔
Yu-Chieh Chen
論文名稱: 高中職生解釋風格、認知調節策略、自我監控覺察與憂鬱及生活滿意度之關聯
The Relationship of Explanatory Style, Cognitive Emotion Regulation, Self-monitoring Awareness, Depression and Satisfaction with Life in Senior and Vocational High School Students
指導教授: 陳秀蓉
Chen, Hsiu-Jung
學位類別: 碩士
Master
系所名稱: 教育心理與輔導學系
Department of Educational Psychology and Counseling
論文出版年: 2013
畢業學年度: 101
語文別: 中文
論文頁數: 172
中文關鍵詞: 解釋風格認知情緒調節自我監控覺察憂鬱生活滿意度高中職學生
英文關鍵詞: explanatory style, cognitive emotion regulation, self-monitoring awareness, depression, satisfaction with life, senior and vocational high school students
論文種類: 學術論文
相關次數: 點閱:586下載:67
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 國內以解釋風格為主題的相關研究並不算少,但以高中職學生為探討對象的研究卻相對缺乏。此外,解釋風格與憂鬱之間的關聯已被證實,但其中是否仍存有可以改變此聯結的契機,鑒於此,本研究目的有四:一、探討解釋風格、認知情緒調節策略、自我監控覺察與憂鬱及生活滿意度間的關聯;二、瞭解上述影響變項分別對於憂鬱與生活滿意度的預測力;三、探究解釋風格與認知調節策略以及認知調節策略與憂鬱及生活滿意度間可能有的組合特徵;四、探討認知情緒調節策略以及自我監控覺察在研究變項中的角色與影響。

    本研究以大台南地區之公私立高中職學生共計758名為受試對象,進行問卷調查。每位參與者共填寫六份量表,包含基本資料、解釋風格量表、認知情緒調節策略量表、自我監控覺察量表、流行病學研究中心憂鬱量表與生活滿意度量表。根據研究目的以獨立樣本t檢定、變異數分析、積差相關、多元階層迴歸分析、典型相關等統計方法進行假設考驗。

    結果發現:一、高中職生解釋風格傾向愈傾向正向事件穩定性,愈少傾向負向事件穩定性及負向事件普遍性者,會有較少的憂鬱症狀與較高的生活滿意度;二、高中職生使用較多適應性的正向認知策略如重新正向評估、重新關注正向事物與重新計劃等,較不容易產生憂鬱,反之,若使用較多不適應性的認知策略,如反芻、自我責備與責備他人則會有較高的憂鬱風險以及較低的生活滿意度。三、解釋風格與認知情緒調節策略以及認知情緒調節策略與憂鬱及生活滿意度間具有典型組合特徵。四、認知情緒調節策略在解釋風格與憂鬱及生活滿意度間具有中介效果。五、自我監控覺察在正向認知情緒調節策略與憂鬱間具有調節效果。研究者也據此結果加以討論,並提出未來研究及實務工作中可供介入與參考的重點。

    There have been few discussions on senior and vocational high school students’ explanatory style. Besides, the correlation between explanatory style and depression has been confirmed, but it’s doubtful whether there’ll be any factors possibility of changing such correlation. For this reason, this paper will focus on four aims:
    1. Discuss the correlation among explanatory style, cognitive emotion regulation, metacognitive awareness, depression, and life satisfaction. 2. Understand the predictability of the above variables respectively influencing depression and life satisfaction. 3. Explore the potential combining characteristics of explanatory style and cognitive emotion regulation as well as of cognitive emotion regulation and depression and life satisfaction. 4. Discuss the role and influence of cognitive emotion regulation and metacognitive awareness in research variables.

    This study surveyed a total of 758 senior and vocational high school students from both public and private high schools in Tainan. Participants were asked to complete six questionnaires, including general information, explanatory style inventory, cognitive emotion regulation inventory, metacognitive awareness inventory, center for epidemiologic studies depression scale (CES-D) and life satisfaction inventory. According to the purpose of the study, statistical methods, including independent sample t-tests, ANOVA, correlation analysis, multiple hierarchical regression analysis, and canonical correlation were chosen.

    Research Results and Conclusion: 1. Senior and vocational high school students whose explanatory style displays more tendencies for positive event stability and shows few tendencies for negative event stability and negative event universality have fewer symptoms of depression and higher level of satisfaction of life. 2. Senior and vocational high school students who use more adaptive positive cognitive emotion regulation such as positive reappraisal, positive refocusing, and refocus on planning experience fewer depression. On the contrary, those who use more maladjusted cognitive emotion regulation such as rumination, self-blaming, and blaming others, have higher risks of depression and lower level of life satisfaction. 3. There are cardinal combining characteristics between explanatory style and cognitive emotion regulation, as well as cognitive emotion regulation and depression and satisfaction with life. 4. Cognitive emotion regulation has a mediate effect between explanatory style and depression and life satisfaction. 5. Self-monitoring awareness has a moderate effect between positive cognitive emotion regulation and depression. In addition, further research on the basis of the study’s results is recommended, and would be of great help in suggesting points of interference and reference for future research and practical works.

    致謝詞 i 中文摘要 iii 英文摘要 v 目次 vii 表次 xi 圖次 xii 第一章 緒論 1 第一節 研究動機與目的 1 第二節 名詞解釋 4 第二章 文獻探討 7 第一節 解釋風格的理論基礎及相關研究 7 第二節 情緒調節策略的理論基礎與相關研究 18 第三節 自我監控覺察的理論基礎與相關研究 31 第四節 解釋風格、認知情緒調節策略與憂鬱及生活滿意度 35 第五節 研究架構與假設 40 第三章 研究方法 45 第一節 預試 45 第二節 研究對象 47 第三節 研究工具 50 第四節 研究程序與資料分析 61 第四章 研究結果 65 第一節 高中職學生與各人口背景變項在解釋風格、認知情緒調節策略、 自我監控覺察與憂鬱及生活滿意度上之差異 65 第二節 解釋風格、認知情緒調節策略、自我監控覺察對憂鬱及生活滿意 度之差異 76 第三節 解釋風格、認知情緒調節策略、憂鬱及生活滿意度之典型關聯 分析 86 第四節 認知情緒調節策略在解釋風格與憂鬱及生活滿意度間的中介 效果 100 第五節 自我監控覺察在認知情緒調節策略與憂鬱或生活滿意度間的調節 效 105 第五章 討論與建議 109 第一節 人口背景變項在各研究變項上的差異性討論 109 第二節 各研究變項之間的相關性討論 115 第三節 各研究變項對於憂鬱與生活滿意度的預測力探討 120 第四節 解釋風格、認知情緒調節策略與憂鬱及生活滿意度典型相關探 討 123 第五節 認知情緒調節策略在解釋風格與憂鬱或生活滿意度上的中介效 果探討 127 第六節 自我監控覺察在認知情緒調節策略與憂鬱或生活滿意度上的調 節效果 130 第七節 研究架構驗證模式 132 第八節 本研究的貢獻、臨床應用與限制 134 參考文獻 143 中文部分 143 英文部分 146 附錄 156 附錄一 正向事件解釋風格因素分析摘要表 156 附錄二 負向事件解釋風格因素分析摘要表 157 附錄三 各變項間顯著關係摘要表 158 附錄四 量表使用同意書 160 附錄五 正式問卷 165

    中文部分
    丁明潔(2003)。國中生樂觀悲觀傾向、課業壓力評估、課業壓力因應方式與學校生活適應之相關研究。國立政治大學教育學研究所教育心理與輔導組碩士論文。
    王淑鄉(2007)。青少年憂鬱、依附型態與負向情緒調節能力之相關研究。國立花蓮教育大學諮商與輔導研究所碩士論文。
    李澄賢(2004)。大學生的情緒調節、調節焦點、樂觀與創造力之關係。國立政治大學教育研究所碩士論文。
    江文慈(1999)。情緒調整的發展軌跡與模式建構之研究。國立台灣師範大學教育心理與輔導研究所博士論文。
    高民凱(2001)。中學生解釋風格量表之編制及其效度研究。彰化師範大學輔導與諮商學系碩士論文。
    高民凱、林清文(2008)。中學生的解釋風格、生活壓力和憂鬱之關係:從憂鬱認知特異質-壓力模式探討。輔導與諮商學報,30(1),41-59。
    林慧美(2010)。台南縣國小高年級學童生活經驗、人格特質及解釋風格對其同儕互動之影響。台南應用科技大學生活應用科學研究所碩士論文。
    周易慧(2011)。自我監控覺察、心智專注覺察在負向自我思考習慣與憂鬱情緒中的角色:以大學生為例。輔仁大學心理系碩士論文。
    洪幸妙(1997)。大學生生活滿意度及其影響因素之研究。彰化師範大學輔導研究所碩士論文。
    吳佩倩(2003)。大學生早年家庭經驗、解釋風格與生活適應關係之研究。國立高雄師範大學輔導研究所碩士論文。
    黃鈴淯(2009)。高雄市國中生的父母教養方式、依附類型與其解釋風格之相關研究。國立高雄師範大學碩士論文
    胡曉雯(2010)。台灣大學生逃避/情緒失調因應型態調節負向生活事件對憂鬱症狀的影響:一年追蹤研究。成功大學行為醫學研究所碩士論文。
    蔡治平(2011)。解釋風格、學習型態與學業成就關係之研究-以台北市國二學生為例。銘傳大學教育研究所碩士論文。
    陳秀蓉(2009)。認知導向策略對自我決定動機與憂鬱的調節效果:心理病理與治療改變之應用。國科會專案研究報告(編號:NSC 98-2410-H-003-018)。
    陳玟琪(2011)。青少年認知層面的情緒調節、憂鬱傾向、與自殘行為傾向之關聯。國立臺北教育大學心理與諮商學系碩士論文。
    陳淑貞、翁毓秀(2006)。非行少年依附、解釋風格與自我概念之相關研究。輔導與諮商學報,28(1),29-50。
    楊浩然(2002)。青少年憂鬱疾患與憂鬱症狀之追蹤研究。國立臺灣大學公共衛生學院流行病學研究所流行病學組博士論文。
    楊靖芸(2007)。探討經驗逃避、認知評估、反芻式思考、後設認知覺察與社交焦慮的關聯。輔仁大學心理系碩士論文。
    楊錦雲(2004)。國中學生父母管教態度. 同儕關係與解釋風格關係之研究。國立彰化師範大學輔導與諮商研究所碩士論文。
    楊晴如(2009)。大學生生活壓力、解釋風格與情緒幸福感之關係研究。國立政治大學教育研究所碩士論文。
    溫娟娟(2007)。氣質性樂觀、解釋風格對大學生心理健康相關研究。華南師範大學發展與教育心理研究所碩士論文。
    謝佳原(2003)。國中學生解釋風格與依附之研究。國立彰化師範大學輔導與諮商學系碩士論文。
    張春興(1991)。現代心理學。台北市:東華。
    張馨德(2010)。情緒處理歷程評量表之發展:其構念面向與成人憂鬱關聯研究。高雄醫學大學心理學系碩士論文。
    張玉玲(2000)。尋找挑戰難題、打死不退的學生:國中學生解釋風格、自尊、學業失敗忍受力與挑戰學業難題行為之研究。國立彰化師大輔導與諮商學系碩士論文。
    張淑美(2009)。國中生父母管教方式、解釋型態與生涯覺察之相關研究-以基北區音樂資優生為例。銘傳大學教育學研究所碩士專班碩士論文。
    范粵平(2012)。國中學生早期記憶負向情感反應、解釋風格與社會適應之相關研究。國立彰化師範大學輔導與諮商學系所碩士論文。
    詹璿芳(2007)。國小資賦優異學生與普通班學生解釋型態、自我效能與學業成就之研究。國立臺北教育大學特殊教育學系碩士論文。
    劉呈恩(2008)。雲林縣國中學生解釋風格、自我概念與憂鬱情緒之關係研究。國立彰化師範大學教育研究所碩士論文。
    侯雪香(2007)。國中資優生學業自我效能、解釋型態與學業成就之相關研究。國立臺北教育大學特殊教育研究所碩士論文。

    英文部分
    Abramson, L. Y., Seligman, M. E. P., & Teasdale, J.D (1978). Learned helplessness in humans: Critique and reformulation. Journal of Abnormal Psychology, 87,

    49-74.
    Abramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). Hopelessness depression: A theory-based subtype of depression. Psychological Review, 96(2), 358-

    372.
    Aldao, A., Nolen-Hoeksema, S., & Schweizer, S. (2010). Emotion regulation strategies and psychopathology: A meta analysis. Clinical Psychology Review, 30,

    217-237.
    Aspinwall, L.G., & Taylor, S.E. (1992). Modeling cognitive adaptation: A longitudinal investigation of the impact of individual differences and coping on

    college adjustment and performance. Journal of Personality and Social Psychology, 63, 989-1003.
    Beck, A. T., Brown, G., Berchick, R. J., Stewart, B. L., & Steer, R. A. (2006). Relationship between hopelessness and ultimate suicide: a replication with

    psychiatric outpatients. Focus, 4(2), 291
    Belt, A. V., & Peterson C. (1991). Parental explanatory style and its relationship to classroom performance of disable and nondisabled children. Cognitive

    Therapy and Research, 15(4), 331-341.
    Beyer, B. (1987). Practical strategies for the teaching of thinking. Boston: Allyn and Bacon.
    Boggiano,A. K.,Barrett, M(1991). Gender difference In depression in college students. Sex Roles, 25, 595-605.
    Brenner, E.M., & Salovey, P.(1997). Emotional Regulation During Childhood: Developmental, Interpersonal, and Individual Considerations In P. Salovey & D.J.

    Sluyter (Eds.) Emotional Development and Emotional Intelligence: Educational Implications (pp. 168-195). New York: Harper Collins.
    Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social

    Psychology, 84, 822-848.
    Burpee, L. C., & Langer, E. J. (2005). Mindfulness and marital satisfaction. Journal of Adult Development, 12, 43-51.
    Burwell, R. A., & Shirk, S. R. (2007). Subtypes of rumination in adolescence: Associations between brooding, reflection, depressive symptoms, and coping.

    Journal of Clinical Child and Adolescent Psychology, 36(1), 56-65.
    Butler, E. A., Lee, T. L., & Gross, J. J. (2007). Emotion regulation and culture: Are the social consequences of emotion suppression culture-specific?

    Emotion, 7, 30-48.
    Cantor, N., & Norem, J. (1989). Defensive pessimism and stress coping. Social Cognition, 7, 92-112.
    Carver, C. S., Scheier, M. F., & Weintraub, J. K. (1989). Assessing coping strategies: A theoretically based approach. Journal of Personality and Social

    Psychology, 56, 267-283.
    Cayoun, B. A. (2003). Advances in mindfulness training integration: Towards a non dualistic Cognitive Behaviour Therapy. Newsletter of the Australian

    Psychological Society, 2, 6-10.
    Ciarrochi, J., & Heaven, P. C. L. (2008). Learned social hopelessness: The role of explanatory style in predicting social support during adolescence.

    Journal of Child Psychology and Psychiatry and Allied Disciplines, 49(12), 1279-1286.
    Cole, D., Ciesla, J., & Dallaire, D. (2008). Emergence of attributional style and its relation to depressive symptoms. Journal of Abnormal Psychology, 117,

    16-31.
    Cropley, M., & MacLeod, A. K. (2003). Dysphoria, attributional reasoning and future event probability. Clinical Psychology & Psychotherapy, 10(4), 220-227.
    Denham, S. (1998). Emotional Development in Young Children. New York: Guilford Press.
    Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49,71-75.
    Endler, N. S., & Parker, J. D. A. (1990). Multidimensional assessment of coping: A critical evaluation. Journal of Personality and Social Psychology, 58,

    844-854.
    Yılmaz, A. E., Gençöz, T., & Wells, A. (2011). The temporal precedence of metacognition in the development of anxiety and depression symptoms in the context

    of life-stress: A prospective study. Journal of Anxiety Disorders, 25(3), 389-396.
    Feingold, A. (1994). Gender differences in personality: A meta-analysis. Psychological Bulletin, 116, 429-456.
    Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.
    Flavell, J.H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.), Children's oral communication skills (pp. 35-60). New York: Academic Press.
    Forte, M., Brown, D. & Dysart, M. (1987). Differences in experience among mindfulness Meditators’ Imagination, Cognition & Personality, 7, 47-60.
    Folkman, S., & Lazarus, R. S. (1988). Manual for the Ways of Coping Questionnaire. Palo Alto, CA: Consulting Psychology Press.
    Fresco, D., Segal, Z. V., Buis, T., & Kennedy, S. (2007). Relationship of posttreatment decentering and cognitive reactivity to relapse in major depression.

    Journal of Consulting and Clinical Psychology, 75, 447-455.
    Garber J, Flynn C. (2001). Predictors of depressive cognitions in young adolescents. Cognitive Therapy and Research, 25, 353-376.
    Garnefski, N., Kraaij, V., & Spinhoven, Ph. (2001). Negative life events, cognitive emotion regulation and emotional problems. Personality and Individual

    Differences, 30, 1311-1327.
    Garnefski, N., Legerstee, J., Kraaij, V., Van den Kommer, T., & Teerds, J. (2002). Cognitive coping strategies and symptoms of depression and anxiety: A

    comparison between adolescents and adults. Journal of Adolescence, 25, 603-611.
    Garnefski, N., Teerds, J., Kraaij, V., Legerstee, J., & van den Kommer, T. (2004). Cognitive emotion regulation strategies and depressive symptoms:

    Differences between males and females. Personality and Individual Differences, 36(2), 267-276.
    Garnefski, N. & Kraaij, V. & Graaf, M., de & Karels, L. (2010). Psychological intervention targets for people with visual impairments: The importance of

    cognitive coping and goal adjustment. Disability and Rehabilitation, 32(2), 142-147.
    Garnefski, N. ㄘ Kraaij, V. (2012). Coping and depressive symptoms in adolescents with a chronic medical condition: A search for intervention targets.

    Journal of Adolescence, 35(6), pp. 1593-1600.
    Gan, Y., Yang, M., Zhou, Y., & Zhang, Y. (2007). The two-factor structure of future-oriented coping and its mediating role in student engagement.Personality

    and Individual Differences, 43(4), 851-863.
    Gotlib, I. H., & Krasnoperova, E. (1998). Biased information processing as a vulnerability factor for depression. Behavior Therapy, 29, 603-617.
    Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial

    validation of the Difficulties in Emotion Regulation Scale. Journal of Psychopathology and Behavioral Assessment, 26, 41-54.
    Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2, 271-299.
    Gross, J. J. (1999a). Emotion and emotion regulation. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (2nd, pp. 525-552).

    New York: Guilford.
    Gross, J. J. (1999b). Emotion regulation: Past, present, future. Cognition & Emotion, 13, 551-573.
    Gross, J. J. (2007). Handbook of emotion regulation. New York, NY: Guilford Press.
    Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 3-24). New

    York, NY: Guilford Press.
    Gross, J.J., Sheppes, G., & Urry, H.L. (2011). Emotion Generation and Emotion Regulation: A Distinction we should make (carefully). Cognition and Emotion,

    25, 765-781.
    Gladstone, T.R.G., & Kaslow, N.J. (1995). Depression and attributions in children and adolescents: A meta-analytic review. Journal of Abnormal Child

    Psychology, 23, 597-606.
    Goleman, D. (2006). Emotional intelligence: Why it can matter more than IQ. Random House Digital, Inc.
    Greenberg, L. (2002). Emotion-focused therapy: Coaching clients to work through feelings. Washington, D.C.: American Psychological Association Press.
    Greenberg, L. (2008). Emotion-Focused Therapy. Washington, DC.: American Psychological Association Press.
    Hess, N. H., & Hagen, E. H. (2006). Sex differences in indirect aggression: Psychological evidence from young adults. Evolution and Human Behavior, 27(3),

    231-245.
    Hjelle, L. A., Busch, E. A., & Warren, H. E. (1996). Explanatory style, dispositional optimism, and reported parental behavior. The Journal of Genetic

    Psychology, 157(4), 489-499.
    Hodgins, H. S., & Knee, C. R. (2002). The integrating self and conscious experience. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination

    research (pp. 87-100). Rochester, NY: University Of Rochester Press.
    Hoeksema, S. N., Girhus, J. S., & Seligman, M. E. P. (1991). Sex differences in depression and explanatory style in children. Cognitive Therapy and

    Research, 15(4),233-245.
    Izawa, F. (2011). The Roles of Optimistic Explanatory Style and Dispositional Optimism in an Interpersonal Stress Process. (English). Japanese Journal of

    Personality, 19(3), 255-266.
    Joiner, Jr., T. E., & Wagner, K. D. (1995). Attributional style and depression in children and adolescents: A meta-analytic review. Clinical Psychology

    Review, 8, 777-798.
    Joiner Jr, T. E. (2001). Negative attributional style, hopelessness depression and endogenous depression. Behaviour Research and Therapy, 39(2), 139-149.
    Jameson K, Karen, Steven M., Lisa and Amanda (2007). Dispositional Optimism as a Moderator of the Relationship Between Negative Life Events and Suicide

    Ideation and Attemps. Cognitive Therapy & Research, 31(4), 533.
    Kennedy-Moore, E. and Watson, J. C. (1999). Expressing Emotion: Myths, Realities and Therapeutic Strategies. London: Guildford Press.
    Kunnanatt J. T. (2004). Emotional Intelligence-The New Science of Interpersonal Effectiveness, Human Resource Development Quarterly, 15(4), 489-495.
    Laney, C., Campbell, H.V., Heuer, F., & Reisberg, D. (2004). Memory for thematically-arousing events. Memory & Cognition, 32, 1149-1159.
    Lazarus, R. S. (1991). Emotion and adaptation. London: Oxford University Press.
    Linehan M. (1993). Cognitive–behavioral treatment of borderline personality disorder. New York: Guilford Press.
    Lewinsohn, P.M.,Joiner, T.E., & Rohde, P. (2001). Evaluation of cognitive diathesis-stress models in predicting major depressive disorder in adolescents.

    Journal of the American Academy of Child and Adolescent Psychiatry, 10, 203-215.
    Lee, M. Y. (2001). Marital violence: Impact on children’s emotional experiences, emotional regulation and behaviors in a post-divorce/separation situation.

    Children and Adolescent Social Work Journal, 18, 137-163.
    Luthar, S. (1991). Vulnerability and resilience: A study of high-risk adolescents. Child Development, 62, 600-616.
    M. F. Scheier, C. S. Carver & M. W. Bridges (2002). Optimism and pessimism: Implications for theory, research, and practice (p. 204). Washington DC:

    American Psychology Association.
    Martinez, R., & Sewell, K. W. (2000). Explanatory style as a predictor of college performance in students with physical disabilities. Journal of

    Rehabilitation, 66(1), 30-36.
    Mayer, J. D. & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds). Emotional development and emotional intelligence:

    Implications for educators (pp. 3-31). New York: Basic Books.
    Melnick, S. M., & Hinshaw, S. P. (2000). Emotion regulation and parenting in AD/HD and comparison boys: Linkages with social behaviors and peer preference.

    Journal of Abnormal Child Psychology, 28(1), 73-86.
    Monika Aykac (2011). Accentuate the positive: effects of dispositional optimism, personality traits and positive metacognitions & meta-emotions on life

    satisfaction. MMU Psychology Journal.
    Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S., Robinson, L. R. (2007). The role of the family context in the development of emotion regulation.

    Social Development, 16, 362-388.
    Nelson, E. S., Karr, K. M., & Coleman, P. K. (1996). Relationships among daily hassles, optimism and reported physical symptoms. Journal of College Student

    Psychotherapy, 10, 11–26.
    Nolen-Hoeksema, S., Girgus, J., & Seligman, M. E. P. (1986). Learned helplessness in children: A longitudinal study of depression, achievement, and

    explanatory style. Journal of Personality and Social Psychology, 51, 435-442.
    Nolen-Hoeksema, S., Seligman, M.E.P., and Girgus, J. (1991). Sex differences in depression and explanatory style in pre-adolescents. Journal of Youth and

    Adolescence, 20, 231-243.
    Nolen-Hoeksema, S., Parker, L. E., & Larson, J. (1994). Ruminative coping with depressed mood following loss. Journal of Personality and Social Psychology,

    67, 92-104.
    Ottenbreit, N. D., & Dobson, K. S. (2004). Avoidance and depression: the construction of the cognitive-behavioral avoidance scale. Behaviour Research and

    Therapy, 42, 293-313.
    Parkinson, B., & Totterdell, P. (1999). Classifying affect regulation strategies. Cognition and Emotion, 13, 277-303.
    Pattott, W. G. (2001). Implications of dysfunctional emotions for understnading how emotions function. Review of General Psychology, 5, 180-186.
    Peterson, C. & Barrett, L. C. (1987). Explanatory Style and Academic Performance Among University Freshmen. Personality and Social Psychology, 53(3), 603-

    607.
    Peterson, C., & Bossio, L. M. (1991). Health and optimism. New York: Free Press.
    Peterson, C., & Stunkard, A. J. (1992). Cognates of personal control: Locus of control, self-efficacy, and explanatory style. Applied and preventive

    psychology, 1(2), 111-117.
    Peterson, C., & Park N. (2007). Explanatory Style and Emotion Regulation. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 3-24). New York, NY:

    Guilford Press.
    Peterson, C. and M. E. De Avila (1995). Optimistic explanatory style and the perception of health problems. Journal of Clinical Psychology, 51(1), 128-132.
    Reisberg D., Heuer F. (2004). Remembering emotional events. In Reisberg D.,Hertel P. (Eds.), Memory and emotion (pp. 3-41). New York: Oxford University

    Press.
    Robinson, N. S., Garber, J., & Hilsman, R. (1995). Cognitions and stress: direct and moderating effects on depressive versus externalizing symptoms during

    the junior high school transition. Journal of Abnormal Psychology,104(3), 453.
    Schwarzer, R., & Taubert, S. (2002). Tenacious goal pursuits and striving toward personal growth: Proactive coping. In E. Fydenberg (Ed.), Beyond coping

    Meeting goals, visions and challenges (pp. 19-35). London: Oxford University Press.
    Scherer, K. R. (1984). Emotion as a multicomponent process: A model and some cross-cultural data. Review of Personality and Social Psychology, 5, 37-63.
    Schulman, P.(1995). Explanatory style and achievement in school and work. In G. McC. Buchanan & M. E. P. Seligman (Eds.), Explanatory style (pp. 159-171).

    Hillsdale, NJ: Lawrence Erlbaum Associates.
    Selby EA, Anestis MD & Joiner TE. (2008). Understanding the relationship between emotional and behavioral dysregulation: Emotional cascades. Behaviour

    Research and Therapy, 46(5), 593-611.
    Seligman, M. E. P., Peterson, C., Kaslow, N. J., Taneubaum,R. L., Alloy, L. B., & Abramson, L. Y.(1984). Explanatory style and depressive symptoms among

    children. Journal of Abnormal Psychology, 93, 235-238.
    Seligman, M.E.P. (1990). Learned Optimism. New York: Knopf.
    Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2002). Mindfulness-based cognitive therapy for depression: A new approach to preventing relapse. New

    York: Guilford Press.
    Sharpley, C. F., & Yardley, P. (1999). The relationship between cognitive hardiness, explanatory style and depression-happiness in post-retirement men and

    women. Australian sychologist, 34, 198-203.
    Sharoff, K. (2002). Cognitive coping therapy. New York: Brunner-Routledge.
    Spence, S., Sheffield, J., & Donovan, C. (2002). Problem-solving orientation and attributional style: Moderators of the impact of negative life events on

    the development of depressive symptoms in adolescence? Journal of Clinical Child & Adolescent Psychology, 31(2), 219-229.
    Sweetman, M. E., Munz, D. C., & Wheeler, R. J. (1993). Optimism, hardiness, and explanatory style as predictors of general well-being among attorneys.

    Social Indicators Research, 29(2), 153-161.
    Tennen, H., and Affleck, G. (1990). Blaming others for threatening events. Psychol. Bull. 108, 209-232.
    Teasdale, J. (1999). Emotional processing, three modes of mind and the prevention ofrelapse in depression. Behavior Research and Therapy, 37(1), 553-557.
    Thompson, R. A. (1991). Emotional regulation and emotional development. Educational Psychology Review, 3(4), 269-307.
    Thompson, R. A. (1994). Emotion regulation: a theme in search of definition. In N. A. Fox(Ed.), The development of emotion regulation: Biological and

    behavioral considerations, Monographs for the Society for Research in Child Development, 59, 25-52.
    Treynor, W., Gonzalez, R., & Nolen-Hoeksema, S. (2003). Rumination reconsidered: A psychometric analysis. Cognitive Therapy and Research, 27, 247-259.
    Valas, H. (2001). Learned helplessness and psychological adjustment: Effects of age, gender and academic achievement. Scandinavian Journal Of Educational

    Research, 45(1), 71-90.
    Wallace, B.A. & Shapiro, S.L. (2006). Mental Balance and well-being: Building more solid bridges between Buddhism and western psychology. American

    Psychologist, 62(7), 690-701.
    Wells & Matthews. (1994). Attention and Emotion: A Clinical Perspective. Erlbaum, Hove, UK.
    Whitley, B. E. , Jr. , Michael, S. T. , & Tremont, G. (1991). Testing for sex differences in the relationship between attributional style and depression.

    Sex Roles, 24, 753-758.
    Wise & Rosqvist (2006). Comprehensive Handbook of Personality and Psychopathology , Personality and everyday functioning, 1, 285-303.

    下載圖示
    QR CODE