簡易檢索 / 詳目顯示

研究生: 陳宣含
Chen, Hsuan-Han
論文名稱: 青少年學校生活適應對基本心理需求之影響:以情緒陶冶為中介變項
The Effect of School Life Adjustment on the Basic Psychological Needs of Adolescents: The Mediating Effect of Emotional Cultivation
指導教授: 王麗斐
Wang, Li-Fei
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: 2018
畢業學年度: 106
語文別: 中文
論文頁數: 79
中文關鍵詞: 中介效果基本心理需求情緒陶冶學校生活適應
英文關鍵詞: mediating effects, basic psychological needs, emotional cultivation, school life adjustment
DOI URL: http://doi.org/10.6345/THE.NTNU.DEPC.022.2018.F02
論文種類: 學術論文
相關次數: 點閱:221下載:40
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
  • 本研究研究目的:探討青少年的學校生活適應、情緒調節與基本心理需求之間的關聯性,主要檢視不同學校生活適應力之青少年使用情緒陶冶策略的差異情形,以及情緒陶冶在學校生活適應與基本心理需求之間之中介效果。研究方法:採用問卷調查法,以「學校生活適應量表」、「情緒陶冶量表」與「基本心理需求量表」為研究工具,研究參與者為340位在學青少年樣本,並使用拔靴法(bootstapping)分析中介效果。研究結果:1.不同學校生活適應力之青少年使用情緒陶冶策略有差異,高適應之青少年在了解情緒陶冶內涵與陶冶情緒策略兩種情緒調節策略之使用頻率最高,中適應青少年次之,低適應青少年最低;2.情緒陶冶部分中介學校生活適應對基本心理需求之影響;3.不同學校生活適應力之青少年會傾向使用不同情緒陶冶策略影響基本心理需求的滿足。

    The purpose of this study is to explore teenager’s adjustment to school life as well as the relationship between emotional cultivation and basic psychological needs, mainly examining the differences of emotional cultivation strategies between the teenagers with different school life adjustment as well as the mediating effects between emotional cultivation and basic psychological needs of school life adjustment. Methodologies: This study employs questionnaire survey— “School Life Adjustment Scale, SLAS”, “Emotional Cultivation Scale, ECS” and “Basic Psychological Needs Scale, BPNS” as tools—to investigate 340 teenage students and uses boostapping to analyze mediating effects. Results: 1. Teenagers with different school-life adaptability have distinct strategies of emotional cultivation. Teenagers with high adaptability use “Understanding of Emotion Connotations” and “Emotion Cultivating Strategies” most frequently. On the other hand, teenagers with averaged adaptability use these strategies less and the low-adaptability teenagers seldom use them. 2. Emotional cultivation partly mediates the influence of school life adjustment to basic psychological needs. 3. Teenagers with different school life adjustment are inclined to use distinct emotional cultivation strategies that influence the satisfaction of psychological needs.

    謝誌 i 中文摘要 iii 英文摘要 v 目次 vii 表次 ix 圖次 xi 第一章 緒論 1 第一節 研究動機 1 第二節 研究目的與問題 6 第二章 文獻探討 9 第一節 學校生活適應與基本心理需求之相關研究 9 第二節 情緒陶冶之內涵與相關研究 16 第三節 學校生活適應、情緒陶冶與基本心理需求之相關研究 25 第四節 研究假設 27 第三章 研究方法 29 第一節 研究架構 29 第二節 研究參與者 30 第三節 研究工具 31 第四節 研究程序 34 第五節 資料處理 36 第四章 研究結果 39 第一節 前導分析結果 39 第二節 學校生活適應、情緒陶冶與基本心理需求背景變項差異分析 44 第三節 情緒陶冶在學校生活適應與基本心理需求間之中介效果分析 48 第五章 討論與建議 53 第一節 研究討論 53 第二節 研究建議 60 參考文獻 63 中文部分 63 西文部分 67

    中文部分
    The News Lens關鍵評論(2017):除了「養小孩」,家長更需「陪小孩」:近1/3兒童有精神疾患需協助。取自The News Lens關鍵評論網站:https://www.thenewslens.com/article/73725,2018年1月31日。
    王煥琛、柯華葳(1999):青少年心理學。臺北:心理出版社。
    王麗斐(2010):跨文化經驗對心理治療研究的啟迪:以系列兒童情緒管理研究為例。國立暨南國際大學輔導與諮商研究所、國際心理治療研究學會臺灣分會主辦「把心理治療研究帶入實務理國際學術研討會」宣讀之論文(南投)。
    王麗斐(2012):兒童情緒管理雙元模式建構及其團體輔導策略之研究。國科會結案報告(編號:NSC 97-2410-H-003-079-MY3)。
    王麗斐、魏美芬、陳謐穎、郭欣榆(2017,6月):情緒陶冶是因、還是果?黃宣衛(主持人),多元文化下的兒童發展。「家庭、世代與多元文化」學術研討會,臺北市中央研究院。
    王櫻芬(2012):情緒調節在青少年人際依附與心理困擾之中介角色分析研究。教育心理學報,44(2),273-293。 doi: 10.6251/BEP.20111129
    江文慈(1999):情緒調整的發展軌跡與模式建構之研究。臺灣師範大學教育心理與輔導研究所博士論文。
    江文慈(2015):情緒表達矛盾的個別差異分析。教育心理學報,47(2),243-259。doi: 10.6251/BEP.20150225
    吳明隆、涂金堂(2006):SPSS與統計應用分析。臺北:五南。
    吳武典(1997):國中偏差行爲學生學校生活適應之探討。教育心理學報,29,25- 49。doi:10.6251/BEP.19970901.2
    吳裕益、陳英豪(1991):測驗與評量。高雄:復文。
    李逢堅(2010):從課業難度、學習狀態、成績壓力與教師態度檢視國中學生社會再製現象之研究。中等教育,61(3),52-71。 doi: 10.6249/SE.2010.61.3.04
    李靜怡(2005):國中生的師生關係、同儕關係與其快樂來源、快樂程度之相關研究。臺中教育大學諮商與教育心理研究所碩士論文。
    杜淑芬、葉安華、王建雅(2014):女性生氣表達與自尊、人際親密及憂鬱的關係-以北部某科大為例。教育心理學報,46(1),73-92 doi: 10.6251/BEP.20131226
    兒童福利聯盟(2016):2016年兒童心願與煩惱調查。取自兒盟資料館網站:https://www.children.org.tw/news/advocacy_detail/1556,2018年3月8日。
    兒童福利聯盟(2016):2016年兒童生活失落事件檢視與分析。取自兒盟資料館網站:https://www.children.org.tw/research/detail/76/885,2018年5月7日。
    周佳樺(2006):國中學生國語文學習態度、學習行為與學業成就之相關研究。國立雲林科技大學技術及職業教育研究所碩士論文。
    林正文(2002):青少年問題與輔導。臺北:五南。
    林建福(2010):情緒教育的哲學探究:迷思、重要性與建議。教育研究期刊,56(4),1-26。
    林益勝(2010):易經與生活。新北市:台灣商務。
    林進材(1995):青少年問題檔案:個案與對策。臺北:商鼎。
    林麗華、林清文(2003):國中生數學科學習之目標導向、社會比較、自我效能與課業壓力關係研究。彰化師大輔導學報,25,87-132。 doi: 10.7040/GJ.200310.0087
    邱皓政,(2017):多元迴歸的自變數比較與多元共線性之影響:效果量、優勢性與相對權數指標的估計與應用。臺大管理論叢,27(3),65-108。 doi: 10.6226/NTUMR.2017.JAN.A103-022
    孫旻儀、石文宜、王鐘和(2007):學生背景及人格特質與師生互動關係之研究。輔導與諮商學報,29(2),51-72。 doi: 10.7040/JGC.200711.0051
    徐嫚淳(2007):國中生生活壓力、自尊與其幸福感之相關研究:以復原力的觀點探討。國立彰化師範大學輔導與諮商學系所碩士論文。
    國立教育廣播電臺(2017):台中「張老師」針對中部青少年情緒商數調查,「情緒管理」不及格。取自國立教育廣播電臺網站:http://www.ner.gov.tw/news/?recordId=43652&_sp=detail,2018年1月10日。
    張芳慈、陳淑瑜(2016):國小高年級學生的學習適應與學習動機關係之試探性研究―以新竹市一所國小為例。清華教育學報,34(1),105-162。 doi:10.3966/252190062017063401004
    張春興(2007):張氏心理學辭典。臺北:東華。
    張春興(2013):現代心理學—現代人研究自身問題的科學。臺北:東華。
    張景媛(1997):國中生之正負向情緒與其後設認知、學習動機關係之研究。教育心理學報,29,51-76。doi: 10.6251/BEP.19970901.3
    郭昀昕(2017):青少年之情緒調節對其人際關係之影響:以情緒彈性為中介變項。臺灣師範大學教育心理與輔導研究所碩士論文。
    陳李綢(2008):中學生情緒智慧測量與適應性指標研究。教育心理學報,39,61-81。
    陳金定(2007):青少年發展與適應問題–理論與實務。臺北:東華。
    喻承甫、張衛、增益茵、葉婷、胡諫萍(2012):青少年感恩、基本心理需要與病理性網路使用的關係。心理發展與教育,28(1),83-90。
    程小蘋、林杏足(2003):國中輔導教師對青少年個案身心特徵、晤談問題及諮商作法之知覺分析。彰化師大輔導學報,25,133-174。 doi: 10.7040/GJ.200310.0133
    楊浩然(2002):青少年憂鬱疾患及憂鬱症之追蹤研究。臺灣大學流行病學研究所博士論文。
    溫桂君(2006):青少年憂鬱情緒與不適應行為的性別差異。國立臺灣大學衛生政策與管理研究碩士論文。
    詹秀雯、張芳全(2014):影響國中生學習成就因素之研究。臺中教育大學學報,28(1),49-76。
    鄒欣純(2009):國中生的同儕關係、師生關係與學習適應之相關研究。東海大學教育研究所碩士論文。
    潘少華(2010):高一學生數學學習受教師及父母影響的性別差異的查研究。教育實踐與研究,2010(9B),45-48。
    親子天下(2014):《親子天下》情緒力大調查:面對負面情緒,孩子束手無策。取自親子天下網站:https://www.parenting.com.tw/article/5056995-,2018年1月9日。
    親子天下(2017):《親子天下》調查:超過四成國中生沒有學習動機,沒有成就感。取自親子天下網站:https://www.parenting.com.tw/article/5075187-,2018年3月8日。
    賴瑛娟、巫博瀚(2017):國中生學業情緒與學習投入對學業成就之影響。課程與教學,20(3),139-163。
    簡嘉菱、程炳林(2013):環境目標結構、自我決定動機與學業情緒之關係。教育心理學報,44(3),713-733。doi: 10.6251/BEP.20120614
    羅品欣(2007):從人際關係的發展危機探討青少年資自殺的成因。中等教育,58(5),130-139。
    羅樂、魯朋舉、余林(2009):學業情緒及其相關研究。教育與教學研究,23(6),27-29+。
    蘇琳、 陳畹蘭、謝穎慧、高可霓(2014):性格特質、情緒調節與憂鬱情緒:比較不同性別和情境的調節效果。中華心理衛生學刊,28(4),569-603。

    西文部分
    Aldao, A. (2013). The future of emotion regulation research: Capturing context. Perspective on Psychological Science, 8(2), 155-172. doi: 10.1177/1745691612459518
    Aldao, A., Sheppes, G., & Gross, J. J. (2015). Emotion regulation flexibility. Cognitive Therapy and Research, 39(3), 263-278. doi: 10.1007/s10608-014-9662-4
    Arguedas, M., Daradoumis, T., & Xhafa, F. (2016). Analyzing how emotion awareness influences students' motivation, engagement, self-regulation and learning outcome. Journal of Educational Technology & Society, 19(2), 87.
    Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26. doi: 10.1146/annurev.psych.52.1.1.
    Blanchard-Fields, F., & Coats, A. H. (2008). The experience of anger and sadness in everyday problems impacts age differences in emotion regulation. Developmental Psychology, 44(6), 1547-1556. doi: 10.1037/a0013915
    Bonanno, G. A (2001). Emotion self-regulation. In T. J., Mayne & G. A., Bonanno, (Eds.), Emotions: Current issues and future directions (pp. 251-285). New York, NY: Guilford Press.
    Bonanno, G. A., & Burton, C. L. (2013). Regulatory flexibility: An individual differences perspective on coping and emotion regulation. Perspectives on Psychological Science, 8(6), 591-612. doi: 10.1177/1745691613504116
    Bonanno, G. A., Papa, A., Lalande, K. M., Westphal, M., & Coifman, K. G. (2004). The importance of being flexible: The ability to both enhance and suppress emotional expression predicts long-term adjustment. Psychological Science, 15(7), 482-487. doi: 10.1111/j.0956-7976.2004.00705.x.
    Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Thousand Oaks, CA: Sage.
    Brown, B. B., Bakken, J. P., Ameringer, S. W., & Mahon, S. D. (2008). A comprehensive conceptualization of the peer influence process in adolescence. In M. J., Prinstein & K. A., Dodge, (Eds.), Understanding peer influence in children and adolescents (pp. 17-44). New York, NY: Guilford Press.
    Brown, D.W., Anda, R. F., Tiemeier, H., Felitti, V. J., Edwards, V. J., Croft, J. B., & Giles, W. H. (2009). Adverse childhood experiences and the risk of premature mortality. American Journal of Preventive Medicine, 37 (5), 389-96. doi: 10.1016/j.amepre.2009.06.021
    Bruch, H. (1973). Eating disorders: Obesity, anorexia nervosa, and the person within. New York, NY: Basic Books.
    Butler, E. A., Egloff, B., Wlhelm, F. H., Smith, N. C., Erickson, E. A., & Gross, J. J. (2003). The social consequences of expressive suppression. Emotion, 3(1), 48. doi: 10.1037/1528-3542.3.1.48
    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(1), 30-48. doi: 10.1037/1528-3542.7.1.30
    Campbell-Sills, L., Barlow, D. H., Brown, T. A., & Hofmann, S. G. (2006). Effects of suppression and acceptance on emotional responses of individuals with anxiety and mood disorders. Behaviour Research and Therapy, 44(9), 1251-1263. doi: 10.1016/j.brat.2005.10.001
    Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Kaap-Deeder, J. V., … Verstuyf, J. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39(2), 216-236. doi:10.1007/s11031-014-9450-1
    Cole, P. M., Michel, M. K., & Teti, L. O. D. (1994). The development of emotion regulation and dysregulation: A clinical perspective. Monographs of the Society for Research in Child Development, 59, 73-100. doi: 10.1111/j.1540-5834.1994.tb01278.x
    Dawes, M. (2017). Early adolescents’ social goals and school adjustment. Social Psychology of Education, 20(2), 299-328. doi: 10.1007/s11218-017-9380-3
    Deci, E. L. (1975). Intrinsic motivation. New York, NY: Plenum.
    Deci, E. L. (1980). The psychology of self-determination. Lexington, MA: Heath.
    Deci, E. L., & Ryan, R. M. (1980). The empirical exploration of intrinsic motivational processes. In L., Berkowitz (Ed.), Advances in experimental social psychology (pp. 39-80). New York, NY: Academic.
    Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
    Deci, E. L., & Ryan, R. M. (2000). The 'What' and 'Why' of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
    Demos, J., & Demos, V. (1969). Adolescence in historical perspective. Journal of Marriage and Family, 31(4), 632-638. doi: 10.2307/349302
    DuBois, D. L., Felner, R. D., Brand, S., Adan, A. M., & Evans, E. G. (1992). A prospective study of life stress, social support, and adaptation in early adolescence. Child Development, 63(3), 542-557. doi:10.1111/j.1467-8624.1992.tb01645.x
    Dunn, V., & Goodyer, I. M. (2006). Longitudinal investigation into childhood- and adolescence-onset depression: Psychiatric outcome in early adulthood. The British Journal of Psychiatry, 188(3), 216-22. doi: 10.1192/bjp.188.3.216
    Ekman, P. (1972). Universals and cultural differences in facial expressions of emotion. In J., Cole (Ed.), Nebraska symposium on motivation (pp. 207-283). Lincoln, NE: University of Nebraska Press.
    Erikson, E. H. (1980). Identity and the life cycle. New York, NY: W. W. Norton & Company.
    Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., … Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. American Journal of Preventive Medicine, 14 (4), 245-58.
    Folkman, S., & Moskowitz, J. T. (2004). Coping: Pitfalls and promise. Annual Review of Psychology, 55, 745–774. doi:10.1146/annurev.psych.55.090902.141456
    Fujimura, T., & Okanoya, K. (2012). Heart rate variability predicts emotional flexibility in response to positive stimuli. Psychology, 3(8), 578-582. doi: 10.4236/psych.2012.38086
    Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York, NY: Bantam.
    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(1), 41-54. doi: 10.1023/B:JOBA.0000007455.08539.94
    Gross, J. J. (1998a). Antecedent-and response-focused emotion regulation: Divergent consequences for experience, expression, and physiology. Journal of Personality and social psychology, 74(1), 224-237. doi: 10.1037/0022-3514.74.1.224
    Gross, J. J. (1998b). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271-299. doi: 10.1037/1089-2680.2.3.271
    Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1-26. doi: 10.1080/1047840X.2014.940781
    Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348-362. doi: 10.1037/0022-3514.85.2.348
    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., Richards, J. M., & John, O. P. (2006). Emotion regulation in everyday life. In D. K. Snyder, J. A. Simpson, & J. N. Hughes (Eds.), Emotion regulation in couples and families: Pathways to dysfunction and health (pp. 13-35). Washington, DC: American Psychological Association.
    Gross, J. J., Sheppes, G., & Urry, H. L. (2011). Emotion generation and emotion regulation: A distinction we should make (carefully). Cognition and Emotion, 25(5), 765-781. doi: 10.1080/02699931.2011.555753
    Gupta, S., & Bonanno, G. A. (2011). Complicated grief and deficits in emotional expressive flexibility. Journal of Abnormal Psychology, 120(3), 635–643. doi: 10.1037/a0023541
    Hardeep, K., & Arashmeet, C. (2016). School adjustment: A comparative study of gender differences among adolescents. Indian Journal of Positive Psychology, 7(4), 466-468.
    Harper, D. (2018). In Oline Etymology Dictionary. Retrived from https://www. etymonline.com/word/emotion.
    Hassankiadeh, M. A. G. (2013). Emotion and learning. Enjoy Teaching Journal, 1(1), 18-20.
    Havik, T., Bru, E., & Ertesvåg, S. K. (2015). School factors associated with school refusal-and truancy-related reasons for school non-attendance. Social Psychology of Education, 18(2), 221-240. doi: 10.1007/s11218-015-9293-y
    Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York, NY: The Guilford Press. doi: 10.1111/jedm.12050
    Hodgins, H. S., & Liebeskind, E. (2003). Apology versus defense: Antecedents and consequences. Journal of Experimental Social Psychology, 39(4), 297-316. doi: 10.1016/S0022-1031(03)00024-6
    Hodgins, H. S., Liebeskind, E., & Schwartz, W. (1996). Getting out of hot water: Facework in social predicaments. Journal of Personality and Social Psychology, 71(2), 300-314. doi: 10.1037/0022-3514.71.2.300
    John, O. P., & Gross, J. J. (2004). Healthy and unhealthy emotion regulation: Personality processes, individual differences, and life span development. Journal of Personality, 72(6), 1301-1334. doi: 10.1111/j.1467-6494.2004.00298.x
    Jones, N. A., & Mize, K. D. (2016). Introduction to the special issue: Psychophysiology and psychobiology in emotion development. Journal of Experimental Child Psychology. 142, 239-244. doi:10.1016/j.jecp.2015.10.013.
    Kaplan, H. (2018). Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students. Social Psychology of Education, 21(1), 223-255. doi: 10.1007/s11218-017-9405-y
    Kleinginna, P. R., & Kleinginna, A. M. (1981). A categorized list of motivation definitions, with a suggestion for a consensual definition. Motivation and Emotion, 5(3), 263-291.
    Kneeland, E. T., Dovidio, J. F., Joormann, J., & Clark, M. S. (2016). Emotion malleability beliefs, emotion regulation, and psychopathology: Integrating affective and clinical science. Clinical Psychology Review, 45, 81-88. doi: 10.1016/j.cpr.2016.03.008
    MacKinnon, D. P., Lockwood, C. M., Hoffman, J. M., West, S. G., & Sheets, V. (2002). A comparison of methods to test mediation and other intervening variable effects. Psychological Methods, 7(1), 83-104. doi: 10.1037//1082-989X.7.1.83
    McRae, K., Heller, S. M., John, O. P., & Gross, J. J. (2011). Context-dependent emotion regulation: Suppression and reappraisal at the burning man festival. Basic and Applied Social Psychology, 33(4), 346-350. doi: 10.1080/01973533.2011.614170
    Mennin, D. S., Heimberg, R. G., Turk, C. L.,&Fresco, D. M. (2002). Applying an emotion regulation framework to integrative approaches to generalized anxiety disorder. Clinical Psychology: Science and Practice, 9, 85-90. doi: 10.1093/clipsy.9.1.85
    Nelson, S. K., Della Porta, M. D., Jacobs Bao, K., Lee, H. C., Choi, I., & Lyubomirsky, S. (2015). ‘It’s up to you’: Experimentally manipulated autonomy support for prosocial behavior improves well-being in two cultures over six weeks. The Journal of Positive Psychology, 10(5), 463-476. doi: 10.1080/17439760.2014.983959
    Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. School Field, 7(2), 133-144. doi: 10.1177/1477878509104318
    Orr, H. A. (2009, January). Testing natural selection with genetics. Scientific American, 300(1). Retrived from https://www.scientificamerican.com/article/testing-natural-selection/
    Patall, E. A., Steingut, R. R., Vasquez, A. C., Trimble, S. S., Pituch, K. A., & Freeman, J. L. (2018). Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom. Journal of Educational Psychology, 110(2), 269-288. doi: 10.1037/edu0000214
    Percinel, I., Ozbaran, B., Kose, S., Simsek, D. G., & Darcan, S. (2018). Increased deficits in emotion recognition and regulation in children and adolescents with exogenous obesity. The World Journal of Biological Psychiatry, 19(2), 112-118. doi: 10.1080/15622975.2016.1265147
    Philippe, F. L., & Vallerand, R. J. (2008). Actual environments do affect motivation and psychological adjustment: A test of self-determination theory in a natural setting. Motivation and Emotion, 32(2), 81-89. doi: 10.1007/s11031-008-9087-z
    Pitskel, N. B., Bolling, D. Z., Kaiser, M. D., Crowley, M. J., & Pelphrey, K. A. (2011). How grossed out are you? The neural bases of emotion regulation from childhood to adolescence. Developmental Cognitive Neuroscience, 1(3), 324-337. doi: 10.1016/j.dcn.2011.03.004
    Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879-891. doi: 10.3758/BRM.40.3.879
    Preacher, K. J., & Kelley, K. (2011). Effect size measures for mediation models: quantitative strategies for communicating indirect effects. Psychological Methods, 16(2), 93. doi: 10.1037/a0022658.
    Rajindrajith, S., Hettige, S., Gulegoda, I., Jayawickrama, N., De Silva, S. C., Samarakoon, H. K., … Devanarayana, N. M. (2018). Aerophagia in adolescents is associated with exposure to adverse life events and psychological maladjustment. Neurogastroenterology & Motility, 30(3), 1-7. doi: 10.1111/nmo.13224
    Ricard, N. C., & Pelletier, L. G. (2016). Dropping out of high school: The role of parent and teacher self-determination support, reciprocal friendships and academic motivation. Contemporary Educational Psychology, 44, 32-40. doi: 10.1016/j.cedpsych.2015.12.003
    Riediger, M., & Klipker, K. (2014). Emotion regulation in adolescence. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 187-202). New York, NY:Guilford Press.
    Romero, C., Master, A., Paunesku, D., Dweck, C. S., & Gross, J. J. (2014). Academic and emotional functioning in middle school: The role of implicit theories. Emotion, 14(2), 227. doi: 10.1037/a0035490
    Roth, G., Assor, A., Niemiec, C. P., Ryan, R. M., & Deci, E. L. (2009). The emotional and academic consequences of parental conditional regard: Comparing conditional positive regard, conditional negative regard, and autonomy support as parenting practices. Developmental Psychology, 45(4), 1119. doi: 10.1037/a0015272
    Ryan, R. M. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63 (3), 397-427. doi : 10.1111/1467-6494.ep9510042298
    Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. doi: 10.1037/0003-066X.55.1.68
    Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory. In E. L., Deci & R. M., Ryan (Eds.), Handbook of self-determination research (pp. 3-33). Rochester, NY: University of Rochester Press
    Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: basic psychological needs in motivation, development, and wellness. New York, NY: Guilford Press.
    Ryan, R. M., Deci, E. L., & Grolnick, W. S. (1995). Autonomy, relatedness, and the self: Their relation to development and psychopathology. In D., Cicchetti & D. J., Cohen (Eds.), Developmental psychopathology (pp. 618–655). New York, NY: Wiley.
    Ryan, R. M., La Guardia, J. G., Solky-Butzel, J., Chirkov, V., & Kim, Y. (2005). On the interpersonal regulation of emotions: Emotional reliance across gender, relationships, and cultures. Personal Relationships, 12(1), 145-163. doi: 10.1111/j.1350-4126.2005.00106.x
    Ryan, R. M.,&La Guardia, J. G. (2000). What is being optimized over development? : A self-determination theory perspective on basic psychological needs across the life span. In S., Qualls & R., Abeles (Eds.), Dialogues on Psychology and Aging (pp. 145-172). Washington, DC: American Psychological Association. doi: 10.1037/10363-008
    Saarni, C. (1999). The development of emotional competence. New York, NY: Guilford Press.
    Safdar, S., Friedlmeier, W., Matsumoto, D., Yoo, S. H., Kwantes, C. T., Kakai, H., & Shigemasu, E. (2009). Variations of emotional display rules within and across cultures: A comparison between Canada, USA, and Japan. Canadian Journal of Behavioural Science, 41(1), 1-10. doi: 10.1037/a0014387
    Schwartz, D., Gorman, A. H., Nakamoto, J., & Toblin, R. L. (2005). Victimization in the peer group and children’s academic functioning. Journal of Educational Psychology, 97, 425–435. doi: 10.1037/0022-0663.97.3.425.
    Seligman, M. E. P. (2012). Flourish: A visionary new understanding of happiness and well-Being. New York, NY: Simon & Schuster.
    Sheldon, K. M., Elliot, A. J., Kim, Y., & Kasser, T. (2001). What is satisfying about satisfying events? Testing 10 candidate psychological needs. Journal of Personality and Social Psychology, 80(2), 325-339. doi: 10.1037/0022-3514.80.2.325
    Sheppes, G., Scheibe, S., Suri, G., & Gross, J. J. (2011). Emotion-regulation choice. Psychological Science, 22(11), 1391-1396. doi: 10.1177/0956797611418350
    Shim, S. S., Cho, Y., & Wang, C. (2013a). Classroom goal structures, social achievement goals, and adjustment in middle school. Learning and Instruction, 23, 69-77. doi: 10.1016/j.learninstruc.2012.05.008
    Shim, S. S., Kiefer, S. M., & Wang, C. (2013b). Help seeking among peers: The role of goal structure and peer climate. The Journal of Educational Research, 106(4), 290-300. doi: 10.1080/00220671.2012.692733
    Shin, S. H., McDonald, S. E., & Conley, D. (2018). Patterns of adverse childhood experiences and substance use among young adults: A latent class analysis. Addictive Behaviors, 78, 187-192. doi: 10.1016/j.addbeh.2017.11.020
    Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods, 7(4), 422. doi: 10.1037//1082-989X.7.4.422
    Shruti, S., &Harshmeet, k. (2017). Subjective wellbeing and difficulties with emotion regulation among adolescents. Journal of Psychosocial Research, 12(1), 217.
    Smith, E. N., Romero, C., Donovan, B., Herter, R., Paunesku, D., Cohen, G. L., ... Gross, J. J. (2017). Emotion theories and adolescent well-being: Results of an online intervention. Emotion, 17(8). doi: 10.1037/emo0000379
    Smith,C. A., & Lazarus, R. S. (1990). Emotion and Adaption. In L. A. Pervin (Ed.), Handbook of personality theory and research (pp. 609-637). New York, NY: Guilford Press.
    Su, J. C., Lee, R. M., & Oishi, S. (2013). The role of culture and self-construal in the link between expressive suppression and depressive symptoms. Journal of Cross-Cultural Psychology, 44(2), 316-331. doi: 10.1177/0022022112443413
    Tamir, M., John, O. P., Srivastava, S., & Gross, J. J. (2007). Implicit theories of emotion: Affective and social outcomes across a major life transition. Journal of Personality and Social Psychology, 92(4), 731. doi: 10.1037/0022-3514.92.4.731
    Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the Society for Research in Child Development, 59, 25-52.
    Thompson, R. A., & Calkins, S. D. (1996). The double-edged sword: Emotional regulation for children at risk. Development and Psychopathology, 8(1), 163-182. doi: 10.1017/S0954579400007021
    Tull, M. T., Bardeen, J. R., DiLillo, D., Messman-Moore, T., & Gratz, K. L. (2015). A prospective investigation of emotion dysregulation as a moderator of the relation between posttraumatic stress symptoms and substance use severity. Journal of Anxiety Disorders, 29, 52-60. doi: 10.1016/j.janxdis.2014.11.003
    Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23(3), 263-280. doi: 10.1037/a0012801
    Verstuyf, J., Vansteenkiste, M., Soenens, B., Boone, L., & Mouratidis, A. (2013). Daily ups and downs in women’s binge eating symptoms: The role of basic psychological needs, general self-control and emotional eating. Journal of Social and Clinical Psychology, 32(3), 335–361. doi: 10.1521/jscp.2013.32.3.335
    Walden, T. A., & Smith, M. C. (1997). Emotion regulation. Motivation and Emotion, 21(1), 7-25.
    Wang, L., Wei, M., Koay, E. Y. Y. & Chen, M. (2016, July). The Initial development of the culturally-sensitive emotional cultivation scale. In K. Shigemasu (Chair), The 31st International Congress of Psychology (ICP). International Union of Psychological Science (IUPsyS), Yokohama, Japan.
    Wang, L., Wei, M., Ku, T., & Koay, E. Y. Y. (2017, August). Development and validation of the school life adjustment scale. In A. E. Puente (Chair), 125th Annual Convention. American Psychological Association (APA), Washington, DC.
    Watson, D. C., & Sinha, B. (2008). Emotion regulation, coping, and psychological symptoms. International Journal of Stress Management, 15(3), 222-234. doi: 10.1037/1072-5245.15.3.222
    Wei, M., Su, J. C., Carrera, S., Lin, S. P., & Yi, F. (2013). Suppression and interpersonal harmony: A cross-cultural comparison between Chinese and European Americans. Journal of Counseling Psychology, 60(4), 625-633. doi: 10.1037/a0033413
    Westphal, M., Seivert, N. H., & Bonanno, G. A. (2010). Expressive flexibility. Emotion, 10(1), 92. doi: 10.1037/a0018420
    Williams, G. C., Hedberg, V. A., Cox, E. M., & Deci, E. L. (2000). Extrinsic life goals and health-risk behaviors in adolescents. Journal of Applied Social Psychology, 30(8), 1756-1771. doi: 10.1111/j.1559-1816.2000.tb02466.x
    Wolfe, P. (2006). The role of meaning and emotion in learning. New Directions for Adult and Continuing Education, 2006(110), 35-41.doi: 10.1002/ace.217

    下載圖示
    QR CODE