家庭情緒表達風格與青少年學業失敗後對父母負向言語反應特性

Abstract

父母在子女學業失敗情境中時常以負向言語進行管教，這些負向言語對於子女的自我喜愛感、自我效能感與親子關係品質都會造成影響。本研究欲探父母親的家庭情緒表達風格形成的角色關係（關係假設）、負向言語內容（內容假設）與角色關係和言語交互作用（關係話語交互作用假設）是否會影響這些負向言語對於子女自我喜愛感、自我效能感與親子關係品質和子女對於父母親負向言語的情緒感受以及想法、回應的方式。本研究共有107位大學生（男生38人、女生69人）、296位高中生（男生128位、女生168位）與216位國中生（男生109為、女生107位）全程參與本研究。所有受試者第一階段皆須填寫家庭情緒表達問卷（Family Expressiveness Questionnaire），以受試者父母親在家庭情緒表達問卷的分數進行篩選分組，篩選後繼續參與第二階段的受試者，則填寫「學業失敗假想事件之負向言語反應問卷」。每位受試者皆須閱讀五個音樂學業失敗引發父母不同負向言語的故事，回答對於假想故事情境與父母言語回饋感受。本研究共有四個獨變項，包含三著受試者間變項：父母的家庭情緒表達風格（負向支配、負向退讓、正向）、年齡（大學組、高中組、國中組）和性別。一個受試者內變項：父母的言語回饋類型（人身攻擊話語、關係取向話語、溫和勸說話語），八個依變項：負向支配情緒、負向退讓情緒、負向支配反應、負向退讓反應、正向反應和自我喜愛感、自我效能感與親子關係品質受影響的程度。以變異數分析方法進行分析，檢驗關係效果、話語效果與關係話語交互作用效果。本研究結果除再次支持「內容假設」外，也支持過去未發現角色差異所引發的「關係效果」和「關係話語交互作用」。

The effect of harsh verbal discipline on children’s self-esteem and adult-child relationship has already been documented. It is not yet clear whether the negative effect of harsh verbal discipline is due to the specific role of the discipliners, the specific content of verbal disciplines, or the interaction effect of both discipliners and content. Thus, three hypotheses, the Relationship Hypothesis, the Content Hypothesis, and the Content-Relationship Interaction Hypothesis were evaluated in the present study. One hundred and seven undergraduate students, 296 senior high students, and 216 junior high students participated in the study. Subjects’ parental FEQ scores were gathered through Family Expressiveness Questionnaire. Then the subjects reported their reactions to hypothetical stories of school failure and 3 kinds of parental verbal disciplines. The results supported the three Hypothesis. The degree of being angry is significantly higher when hearing the negative disciplines from Negative Dominant parents than from Negative Submissive or Positive parents. The degree of self-competence and self-liking decreased significantly more upon hearing “relationship-threatening” than all other verbal disciplines. The person-focus criticism verbal disciplines of Negative Dominant parents induce the most negative dominant emotion and reactions, and the relationship-threatening verbal disciplines of Negative Submissive and Positive parents induce the most negative submissive emotions and reactions.