第三章 綜合討論
第四節 研究限制與未來研究方向
壹、情感調節策略之測量
在本研究中關於情感調節策略的測量，為研究者翻譯自 Larsen 與 Prizmic
（2004）發展之情感調節風格量表（The Measure of Affect Regulation Styles, MARS）。在國中生樣本上，以驗證性因素分析檢驗在大學生樣本所得之四因子 模式的結果，整體模式適配度不佳。經參考模式修正指標及理論基礎之共同考量 下，將量表進行修正，雖然修正後之六因子模式的整體適配度提升，仍有其中一
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指標未能符合學者之建議；另外，雖然各因素符合學者建議之最低變項數目的要 求（翁儷禎，1995），但不同因素的題數差距大，可能影響結構之穩定性。雖然，
在後續信效度檢驗方面，顯示量表所測量之概念尚稱穩定，但對於結果仍需做保 守的推論。另外，原量表設計之初並非以青少年族群為主，可能無法完整反映出 國中生的情感調節策略特性；但，該測量工具將正向情感調節納入探討著實為其 一大優點。未來研究上，或許可再思考國中生情感調節發展的特徵，以建立出更 適合作為青少年情感調節策略研究之良好測量工具。
貳、統計分析方法之考量
在本研究中同時探討了個體在日常生活中的正負向情感調節，在分析情感調 節策略對正負向情感改變的效果時，採取將正負向情感獨立開來，以階層迴歸分 析進行檢驗，但正負向情感間其實並非完全獨立，因此就某些調節策略而言，無 法確知其效用是對正向情感增加還是使負向情感減少。不過雖有上述限制，以下 兩原因仍顯本研究之結果有其效度，其一是正負向情感雖然有顯著相關（r = -.33,
p < .001）
，但彼此之間互相解釋之變異量僅 10%，顯示兩種情感並非單純在一個向度兩的兩端，分開討論有其必要。其二，研究結果顯示，不同調節策略對於正 負向情感有不同的效果，如：「社交」策略可預測正向情感的提升，但對負向情 感的下降則無預測效果。此結果顯示，部分策略可能僅對於正向或負向情感調節 有效。其中的詳細機制，未來宜另做專文研究探討。
参、研究樣本
本研究樣本之取樣，在現實環境條件的限制下，為研究者透過便利取樣招 募，以高雄市某兩所公立國中之學生為樣本，因此，樣本無法代表全台的國中生。
未來若能將樣本拓展，增加不同縣市之樣本研究，應能增加研究之類推性。
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肆、未來研究方向
在本研究由個體之情感差距、情感調節策略使用的個別差異觀點切入，探討 個體情感調節經驗與憂鬱的關聯，但並非意指這樣就能足以解釋青少年個體的情 感調節歷程。情感調節歷程其實涉及更龐大且複雜的內涵，如：情感的覺察和瞭 解；接納自身的情感反應；能配合情境彈性的使用適當的調節策略等。未來或許 可由不同角度切入探討，以朝向建構更完整而全面性瞭解青少年的情感調節。
59
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附錄一 研究參與同意書 [家長同意書]
國中生日常情緒經驗初探說明信函
班級:___年___班 座號:______學生姓名：___________
親愛的家長：
您好！本校即將在下週起與台灣大學心理學系合作進行一項有關青少年情緒經驗調查的 研究。
目的是想瞭解青少年的情緒以及如何透過某些思考或是行為策略來改善情緒經驗。
在本次問卷調查中：
1. 青少年填寫的所有個人資料和問卷內容將絕對保密。
2. 研究結果只針對全部團體做分析，不對個人做分析，研究結果僅供學術使用以及提
供學校輔導老師輔導學生參考之用，除此之外，不做其他用途。3.
您有權利不同意
您的孩子參加這份問卷調查，但我們十分希望您能支持，幫 助我們完成這份研究。一、 若您同意，便不需簽名。
二、 若您不同意孩子參加本次調查，請在此簽名：______________ 日期：__________
謝謝您的協助！
民國 100 年 3 月 - - -
69 聯絡信箱：[email protected]
聯絡電話：02-33663100 研究者簽名：_________ 日期： 100 年 3 月
基本資料
姓名：______________ 就讀學校：________縣(市)_______國中____年____班 性別：□女 □男 年齡：____歲
70
71
72
73
74
75