臺灣大學生評價恐懼、情緒表達衝突與自我關懷之關聯性研究

Chun-Ting Pan; Yi-Chao Wang

doi:10.6251/BEP.202212_54(2).0003

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2024/01/01~2024/12/31

感谢试用，科学期刊库｜科学论文库，期间：2024/10/20~2025/01/20

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P307 - 331

社会科学 > 心理学
社会科学 > 教育学

DOI： 10.6251/BEP

书目管理工具

相关连结

问题回报

全文下载

台湾大学生评价恐惧、情绪表达冲突与自我关怀之关联性研究

Relationships Between Fear of Evaluation, Ambivalence over Emotional Expression, and Self-Compassion Among Taiwanese University Students

潘俊廷(Chun-Ting Pan) ；王沂钊(Yi-Chao Wang)

教育心理学报； 54 卷 2 期 (2022 / 12 / 01) ， P307 - 331

英文 DOI： 10.6251/BEP.202212_54(2).0003

情绪表达冲突；评价恐惧；自我关怀；大学生； ambivalence over emotional expression ； fear of evaluation ； self-compassion ； university students

0 个人觉得这篇文章赞

摘要 │ 参考文献 (84) │ 被引用文献 (3) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

Being able to express one's feelings freely is beneficial for health. In East Asian societies where people often communicate in an indirect and restrained manner, undergraduate students usually attempt to live up to the viewpoints and expectations of the outside world. The more they care about others' feelings and thoughts, the more they exhibit ambivalence over emotional expression (AEE). This may involve emotional rumination, which refers to overthinking the consequences of one's emotional expression and associated emotional suppression of a person who is consciously managing to control their emotional experience to avoid it being detected. AEE also reflects fear of others' evaluation (FOE), which leads to the adoption of impression management whereby an individual reduces their self-expression to hide their emotions in order to insulate themselves against criticism or any possible situation of being evaluated. FOE may hinder interpersonal and social interactions because of its effect on a person's cognitive patterns. For example, fear of negative evaluation causes the avoidance of contact with others and a decrease in self-expressive acts when a person believes themselves to be unpopular and that they will be judged negatively. Fear of positive evaluation results in attempts to not attract attention to avoid involvement in conflict because of concern that exceptional behavior invites problems. In contrast to AEE, which causes a person to sacrifice the chance to voice their inner emotional experience due to an overemphasis on relationships meeting outside expectations, self-compassion (SC) is an effective emotional management method. It improves cognitive reappraisal skills and thus indirectly lessens the effects of AEE and consists of three pairs of opposing constructs: 1) self-kindness and self-judgment, 2) common humanity and isolation, and 3) mindfulness and overidentification. A person with SC skills is able to sense their feelings, confront painful emotions, and express thoughts in a realistic manner. Regarding sex differences in the aforementioned variables, no consistent results have been found due to the different relationships and situations that are studied. Further, when compared with results from other countries, the levels of fear of positive and negative evaluations among Taiwanese undergraduate students are relatively high; they also have lower levels of SC compared with undergraduates in Thailand and the United States (Neff et al., 2008). This background led us to pose the following questions: 1) What is the current situation regarding FOE, AEE, and SC in undergraduate students in Taiwan? 2) Is there any difference between undergraduate students of different sexes in terms of FOE, AEE, and SC? 3) What is the relationship between FOE, AEE, and SC in undergraduate students? 4) Can FOE and SC levels in undergraduate students effectively predict their AEE level? 5) Does SC in undergraduate students have a moderating effect on the prediction of their AEE level based on their FOE level? This study focused on undergraduate students in Taiwan and was based on data collected from 470 students (111 male and 359 female students) who completed reliable and empirically applicable Chinese versions of the following scales online: the Brief Fear of Negative Evaluation Scale (Cronbach's α = .90; Chiu, 2009), Fear of Positive Evaluation Scale (Cronbach's α = .82; Chiu, 2009), an AEE scale (Cronbach's α = .90; Chung, 2013), and an SC scale (Lai & Su, 2015). The methods of statistical analysis and verification adopted in the study were as follows. 1) Descriptive statistics were used to analyze the distribution of Taiwanese undergraduate students' FOE, AEE, and SC. 2) A t test for differences between means was adopted to verify the sex variable in all scales. 3) A correlation analysis was conducted to evaluate the associations between variables. 4) Regressions were used to verify the prediction and moderation proposed in this study: stepwise regression was used to examine whether the independent variable (FOE) and moderator (SC) would exhibit significant predictive strength for the dependent variable (AEE), and hierarchical regression was used to examine whether the interaction between the fears of positive and negative evaluations and SC would exhibit significant predictive strength for the dependent variable (AEE). The statistical results demonstrated that 1) the fear of negative evaluation, AEE, and SC in undergraduate students exhibited a medium-to-high level of association and that female students had greater fear of negative evaluation; however, no significant difference between sexes was evident for AEE levels. 2) FOE and AEE levels in undergraduate students exhibited a significant positive correlation with each other and a significant negative correlation with SC. 3) In the regression model, FOE and SC positively and negatively, respectively, predicted AEE with a total explanation of 45%, but SC had no moderating effect on the prediction of AEE based on FOE. 4) Both positive and negative SC levels exhibited a moderating effect on the prediction of emotional rumination by fear of positive evaluation. In light of the foregoing findings, SC levels may be a critical factor in distinguishing emotional rumination from emotional suppression, and it also indirectly explains the difference between AEE and emotional suppression. Higher negative SC levels moderated the effect of positive FOE on emotional rumination. Students with high negative SC levels may feel fearful in the face of positive evaluation, which leads to inconsistency in emotional expression and thinking. These students then experience greater negative emotions due to self-criticism, feeling isolated in difficult situations, and overidentifying with their own circumstances. Therefore, negative SC levels have the primary effect of enhancing emotional rumination, but their interaction with fear of positive evaluation shifts the individual's focus to self-criticism and identification with their situation. Simultaneously, the effect of positive FOE on emotional rumination varies with the SC level. If SC levels are high, positive FOE levels intensify the effect on emotional rumination, which reflects the complex adjustment process of self-acceptance. Although AEE and FOE are considered manifestations of consideration for others, undergraduate students' fear of other people's evaluation is actually related to rumination and the suppression of emotions, which demonstrates that interpersonal relationships cause students to repress their emotions. Therefore, both are important for students to identify and adopt the evaluations of others, also to appropriately express their emotions in relationships. This study provides conclusions and suggestions for counseling practice: 1) Female students may experience psychological stress because they are particularly fearful of negative evaluation, which is consistent with the findings of other studies. 2) AEE and FOE can be addressed using corrective experiences, assessing the effect of interpersonal evaluation on students' emotional expression, and then discussing their concerns and instructing them in how to address difficulties. 3) Students' SC abilities and their subjective experience of positive evaluation can be improved by learning mindfulness skills through psychoeducation lectures, groups, and workshops. Teachers and counselors can help students become aware of changes in their emotions and patterns of rumination, especially when they receive positive feedback. Providing others' perspectives may facilitate students' better understanding of their own internal process of emotional turnaround. 4) A Chinese version of the FOE scale should be designed because of the influence of culture on the structures related to positive and negative FOE levels.

参考文献 ( 84 ) 〈TOP〉

江文慈, W.-T.(2015)。情绪表达矛盾的个别差异分析。教育心理学报，47，243-259。
连结：
江文慈, W.-T.(2012)。大学生人际互动情绪表达压抑的探究。教育心理学报，43，657-680。
连结：
江文慈, W.-T.(2004)。大学生的情绪调整历程与发展特徵。教育心理学报，35，249-268。
连结：
江文慈, W.-T.(2018)。情绪表达的性别差异：跨情境的分析。教育心理学报，49，345-366。
连结：
李怡真, Y.-C.,林以正, T.-C.(2006)。爱情关系中的情绪表达冲突之纵贯研究。中华心理学刊，48，53-67。
连结：

被引用文献 ( 3 ) 〈TOP〉

(2023)。大学生的社会情绪学习素养与其对嘲弄的正向感知之关系－以情绪调节策略为中介变项。教育心理学报，55(2)，241-268。
(2023)。特质正念与团队成员交换关系之探究－以情绪调节为中介变项。教育心理学报，55(2)，289-317。
(2024)。伴侣情绪表达矛盾对关系满意度之影响：行动者与伴侣相依模式之探讨。教育心理学报，55(4)，795-818。

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址