在家庭中經歷情緒調節後的經驗與幼兒情緒教化：五位越南新住民母親的覺察

Five New Vietnamese Immigrant Mothers' Learning Experiences after Emotional Regulation in Their Families and Implications for Young Children's Emotional Education

10.30074/FJMH.201312_26(4).0004

蘇育令(Yu-Ling Su)

情緒調節 ； 新住民母親 ； 幼兒情緒教育 ； 經驗 ； emotional regulation ； new immigrant mothers ； emotional education of young children ； experience

中華心理衛生學刊

26卷4期（2013 / 12 / 01）

605 - 640

繁體中文

研究目的：探討五位越南籍新住民母親，在兩個家庭與文化中經歷情緒調節後的經驗、其覺察經驗如何轉化至幼兒情緒教化。研究方法：透過訪談五位家中有大班幼兒的越南籍母親，並應用主題分析方法分析。研究結果分兩部分：第一為母親們的經驗：傷心哭泣沒有用、調整觀念順應越南文化的期待、調整情緒是不讓父母親擔心、為維持新關係學習忍耐、因新關係而改變忍耐、參與學校活動尋找情緒上的支持。第二，母親從經驗中覺察到：體驗自己當時代的缺乏、體認學校關心的重要、注意順從長輩及人際和諧、注意他人對自己看法、體認平靜使用語言溝通的重要、體認愛與要做得更好的重要，而轉化至覺察與指導幼兒情緒，但卻面臨挑戰。研究結論：針對發現進行討論、省思與提出相關建議；盼能鼓勵實務工作者在新住民親職教育的實施中，聆聽母親的經驗、省思經驗互相交織在情緒教化中的意義、並提供母親覺察經驗與轉化的機會。

Purposes: The purpose of this qualitative study was to illuminate and interpret the meaning of 5 new Vietnamese immigrant mothers' learning experiences after emotional regulation in two families and cultural contexts and to find the implications of these experiences for their children's emotional education. Emotional regulation refers to that an individual is aware of own feelings, behaviors and others emotions through social interaction in a situated culture, then adjusts owns feelings or behaviors in order to communicate with others and to find self-appraisal. Methods: Data were collected through semi-structured in-depth interviews with 5 new Vietnamese immigrant mothers with children in kindergarten. Thematic analysis was applied. Results: Five major themes emerged in the initial stage of their immigration: sadness and crying do not change anything, changing their own argument to meet cultural expectations is helpful, regulating emotion is filial, hiding their own feelings or changing their emotions preserves relationships, participating in school activities brings emotional support, and love for others and trying to do their best are important. In the second stage of their experience, the mothers came to recognize the challenges and their impact on their children's emotional education. Conclusions: The recommendation based on this analysis includes that educators should recognize the significance of new immigrant mothers' emotional experiences and the impact of these experiences on mothers' emotional education for their young children.

1. 丘愛鈴、何青蓉(2008)。新移民教育機構推動新移民教育現況、特色與困境調查研究。台東教育大學學報，19(2)，61-94。
   連結：
2. 利翠珊(2002)。婆媳與母女：不同世代女性家庭經驗的觀點差異。女學學誌，13，179-218。
   連結：
3. 李美賢(2006)。越南「好女性」的文化邊界與「越南新娘」：「尊嚴」vs「靈魂之債」。台灣東南亞學刊，3(1)，37-62。
   連結：
4. 李敏龍、楊國樞(1998)。中國人的忍：概念分析與實徵研究。本土心理學研究，10，3-68。
   連結：
5. 周育如、黃迺毓(2010)。親子共讀情緒言談與幼兒情緒理解能力之關係檢視。教育科學研究期刊，55(3)，33-60。
   連結：
6. 林以正、黃金蘭、李怡真(2011)。進退之間的拿捏：忍的情境變異性與心理適應。本土心理學研究，35，3-56。
   連結：
7. 林家興(2007)。親職教育團體對親子關係與兒童行為問題的影響。教育心理學報，39(1)，91-109。
   連結：
8. 柯瓊芳、張翰壁(2007)。越南、印尼與台灣社會價值觀的比較研究。台灣東南亞學刊，4(1)，91-112。
   連結：
9. 陳依芬、黃金蘭、林以正(2011)。忍的情緒調控策略與心理適應之關聯。本土心理學研究，35，3-56。
   連結：
10. 黃明月、林宜穎、葉書秀(2008)。外籍配偶子女教養方式及其轉化學習之方案發展研究。課程與教學季刊，11(4)，75-108。
    連結：
11. 黃囇莉、鄭琬蓉、黃光國(2008)。邁向發聲之路：上下關係中忍的歷程與自我轉化。本土心理學研究，29，3-76。
    連結：
12. 內政部統計處(2012)：《101年第八週內政部統計通報(100年我國國籍之歸化即喪失情形)》。台北：內政部。101年5月13日，取自http://sowf.moi.gov.tw/stat/week/list.htm
13. Van Manen, M. (2012, May 15). Inquiry: Phenomenological inquiry. Retrieved from http://www.phenomenologyonline.com/inquiry/epistemology-of-practice
14. Chen, F. M.,Lin, H. S.,Li, C. H.(2012).The roles of emotion in parent-child relationships: Children's emotionality, maternal meta-emotion, and children's attachment security.Journal of Child and Family Studies,21(3),403-410.
15. Creswell, J. W.(1998).Qualitative inquiry and research design: Choosing among five traditions.Thousand Oaks, CA:Sage.
16. de Rivera, J.,Grinkis, C.(1986).Emotions as social relationships.Motivation and Emotion,10(4),351-369.
17. Denham, S. A.(1998).Emotional Development in Young Children.New York, NY:Guilford Press.
18. Denham, S. A.(1993).Maternal emotional responsiveness and toddlers' social-emotional competence.Journal of Child Psychology and Psychiatry,34(5),715-728.
19. Denzin, N. K.(1985).Emotion as lived experience.Symbolic Interaction,8(2),223-240.
20. Eisenberg, N.,Cumberland, A.,Spinrad, T. L.(1998).Parental socialization of emotion.Psychological Inquiry,9(4),241-273.
21. Fry, A. J.,Nguyen, T.(1996).Culture and the self: Implications for the perception of depression by Australian and Vietnamese nursing students.Journal of Advanced Nursing,23(6),1147-1154.
22. Goleman, D.(1995).Emtional telligence.New York:Bantam Books.
23. Gottman, J. M.,Katz, L. F.,Hooven, C.(1997).Meta-emotion: How families communicate emotionally.Mahwah, NJ:Lawrence Erlbaum.
24. Hirschman, C.,Loi, V. M.(1996).Family and household structure in Vietnam: Some glimpses from a recent survey.Pacific Affairs,69(2),229-249.
25. Hunter, E. C.,Katz, L. F.,Shortt, J. W.,Davis, B.,Leve, C.,Allen, N.B.,Sheeber, L.B.(2011).How do I feel about feelings? Emotional socialization in families of depressed and healthy adolescents?.Journal of Youth Adolescence,40(4),428-441.
26. Hurh, W. M.(1998).The Korean Americans.Westport, CN:Greenwood Press.
27. Katz, L. F.,Windecker-Nelson, B.(2004).Parental meta-emotion philosophy in families with conduct-problem children: Links with peer relations.Journal of Abnormal Child Psychology,32(4),385-398.
28. Kvale, S.(1996).Interviews: An introduction to qualitative research interviewing.Thousands Oaks, CA:Sage.
29. Le, T. N.,Stockdale, G. D.(2005).Individualism, collectivism, and delinquency in Asian American adolescents.Journal of Clinical Child and Adolescent Psychology,34(4),681-691.
30. Lewis, M.(Ed.),Haviland-Jones, J. M.(Ed.),Barrett, L. F.(Ed.)(2008).Handbook of emotions.New York:Guilford Press.
31. Markus, H. R.,Kitayama, S.(1991).Culture and the self: Implications for cognition, emotion, and motivation.Psychological Review,98(2),224-253.
32. Markus, H. R.,Kitayama, S.(1994).The cultural construction of self and emotion: implications for social behavior.Emotion and culture: Empirical studies of mutual influence,Washington, DC:
33. Miyamoto, Y.,Uchida, Y.,Ellsworth, P. C.(2010).Culture and mixed emotions: cooccurrence of positive and negative emotions in Japan and the United States.Emotion,10(3),404-415.
34. Nguyen, T. M.,Jin, P.,Gross, M.(2010).Development of Confucian value scale of Vietnamese gifted adolescents.Gifted and Talented International,25(2),53-66.
35. Niedenthal, P. M.,Krauth-Gruber, S.,Ric, F.(2006).Psychology of emotion: Interpersonal, experiential, and cognitive approaches.New York:Psychology Press.
36. Park, I. J.,Kim, P. Y.,Cheung, R. Y.,Kim, M.(2010).The role of culture, family processes, and anger regulation in Korean American adolescents' adjustment problems.American Journal of Orthopsychiatry,80(2),258-266.
37. Patton, M. Q.(2002).Qualitative research and evaluation methods.Thousand Oaks, CA:Sage.
38. Plutchik, R.(Ed.),Kellerman, H.(Ed.)(1980).Emotion: Theory, research, and experience.New York:Academic Press.
39. Pyke, K.(2000).The normal American family as an interpretive structure of family life among grown children of Korean and Vietnamese immigrants.Journal of Marriage and Family,62(1),240-255.
40. Saarni, C.(1999).The development of emotional competence.New York:Guilford Press.
41. Strongman, K. T.、游恆山譯(2002)。情緒心理學：情緒理論的透視。台北:五南出版社。
42. Teerawichitchainan, B.,Knodel, J.,Loi, V.,Huy, V.(2010).The gender division household labor in Vietnam: Cohort trends and regional variations.Journal of Comparative Family Studies,41(1),57-85.
43. Thompson, R. A.(1991).Emotional regulation and emotional development.Educational Psychology Review,3(4),269-307.
44. Van Manen, M.(1990).Researching lived experience.Albany, NY:Suny.
45. Yagmurlu, B.,Altan, O.(2010).Maternal socialization and child temperament as predictors of emotion regulation in Turkish preschoolers.Infant and Child Development,19(3),275-296.
46. 王宏仁編、郭佩宜編(2009)。流轉跨界：跨國的台灣、台灣的跨國。台北:中央研究院亞太研究中心。
47. 王鍾和(2009)。親職教育。台北:三民。
48. 呂翠夏(2010)。母親與父親的情緒社會化行為及幼兒情緒調節與同儕互動的關係。教育研究學報，44(2)，1-29。
49. 林麗惠(2007)。情緒是本質？還是文化所建構的？不同觀點理論初探。諮商與輔導，259，11-15。
50. 高淑清(2008)。質性研究的18堂課─首航初探之旅。高雄市:麗文。
51. 教育部編(2005)。東南亞文化教學參考手冊。台北:教育部。
52. 梨樂山(2006)。碩士論文(碩士論文)。國立臺灣師範大學人類發展與家庭學系研究所。
53. 許芳菊(2009)。教出好情緒。親子天下，5，148-160。
54. 陳若琳、黃馨慧(2005)。外籍新移民家庭及其子女教育。教師天地，135，19-25。
55. 陳珮蓉(2008)。碩士論文(碩士論文)。國立台南大學幼兒教育系研究所。
56. 游淨如(2011)。碩士論文(碩士論文)。國立台北教育大學幼兒與家庭教育研究所。
57. 馮涵隸、梁綺涵(2008)。越南媽媽，台灣嬰仔：台越跨國婚姻家庭幼兒社會化初探。台灣人類學刊，6(2)，47-88。
58. 黃淑清(1998)。以方法論的觀點來看深度訪談研究法。輔導季刊，34(1)，39-45。
59. 葉光輝(2002)。父母的後設情緒理念類型及測量。情感、情緒與文化：台灣社會的文化心理研究，台北:
60. 蔣雅玲、呂翠夏(2006)。父母後設情緒理念對幼兒情緒調節能力的影響。台北市立教育大學學報，37(2)，52-73。
61. 魏麗敏(2011)。新移民女性自我價值感、生活適應、對子女教養方式之團體諮商應用分析。諮商與輔導，307，49-53。

1. 劉琇吟,黃季翎(2015)。以多元文化觀點探討完形實驗應用於女性新移民團體。諮商與輔導，358，50-53+18。