特質生氣與認知策略對高年級學童生氣狀態的影響

Effects of Trait Anger and Cognitive Strategies on State Anger in Fifth- and Sixth-Grade Children

10.6129/CJP.20131024

鍾宛玲(Wan-Ling Chung)；洪福建(Fu-Chien Hung)；梁培勇(Pei-Yung Liang)

反芻 ； 生氣情緒調節 ； 注意分散 ； 狀態生氣 ； 特質生氣 ； rumination ； anger regulation ； distraction ； state anger ； trait anger

中華心理學刊

56卷1期（2014 / 03 / 01）

13 - 29

繁體中文

本研究的主要目的在探討特質生氣，以及採取不同認知策略進行生氣調節對於學齡兒童的生氣表現之影響。受試者共包含68名高特質生氣與67名低特質生氣的國小高年級學齡兒童。首先透過引導受試者回憶生氣事件以誘發受試者的狀態生氣，接著再引導受試者採用不同的認知策略進行生氣調節，兩組受試者均被隨機分派到反芻或是注意分散兩種認知策略情境中。本研究並於誘發生氣前、誘發生氣後，與認知策略操弄後三個時間點分別測量受試者的狀態生氣程度，以探討特質生氣與不同的認知策略對狀態生氣的影響效果。結果發現高特質生氣兒童無論在誘發生氣前或誘發生氣後都表現出比低特質生氣兒童明顯較高的狀態生氣程度，但兩組受試者在誘發生氣前、後的生氣改變程度並沒有顯著差異。此外，無論是高特質生氣組或是低特質生氣組的兒童，在接受認知策略操弄之後，採取反芻策略的受試者所報告的生氣狀態程度都明顯高於採取分散注意力策略的受試者。本研究的結果顯示反芻策略會維持或增加生氣情緒，注意力分散策略則有助於降低生氣情緒。該結果將可應用在針對具有生氣調節困難之國小學童的介入策略上。

The present study aims to investigate the influence of trait anger and cognitive strategies on induced state anger in elementary school-aged children. Sixty-eight children with high trait anger and sixty-seven children with low trait anger participated in this study. An anger induction procedure involving guided recall (i.e., recalling an anger-provoking memory) was used to induce angry moods in participants. Following this, participants were instructed to either ruminate on the anger-provoking memory or engage in distraction for 2 minutes. Participants' levels of state anger were measured at three time points: before and after the anger induction and after the anger regulation manipulation (i.e., rumination or distraction). The results revealed that the high trait anger group had a higher level of state anger before and after the anger induction as compared with the low trait anger group. The two groups did not differ with respect to the magnitude of change in the state anger following anger induction. Moreover, for both the groups, participants in the rumination condition reported a higher level of state anger than participants in the distraction condition, following anger regulation manipulations. The present study suggests that rumination may maintain or increase anger, whereas distraction may help to decrease anger. Implications of these findings for the intervention with children who are experiencing difficulty with anger regulation are discussed.

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