小說閱讀對大學生之情緒療癒效用分析研究

Abstract

本研究旨在探討小說閱讀對大學生之情緒療癒效用，研究目的包括(1)探討大學生常見之情緒困擾問題(2)分析大學生遭遇情緒困擾問題所閱讀之小說類型，以及小說對大學生之情緒療癒效用(3)探討大學生選擇情緒療癒小說之原則與標準。 在研究設計上，本研究採取質性研究法，針對21位閱讀小說紓緩情緒困擾問題的大學生進行半結構式深度訪談。研究結果顯示，學業問題為受訪者最主要之情緒困擾問題，其次為生涯發展問題、人際關係問題、家庭問題、感情問題、經濟問題、自我認同問題等。而受訪者常閱讀之情緒療癒小說類型依其提出之頻率可分為愛情小說、寫實小說、奇幻小說、推理小說、武俠小說、歷史小說、網路小說、科幻小說、勵志小說、心理小說及驚悚小說等。至於受訪者閱讀小說後之情緒療癒效用可分從認同、淨化與領悟三方面分析，研究結果發現，讀者在閱讀情緒療癒小說時所經歷的認同、淨化與領悟等心理歷程隨著讀者個人因素如興趣喜好、困擾問題類型、生活背景以及閱讀素材本身特性因素而有所不同。 最後根據訪談結果，研究者對大學圖書館實務界提出以下數項建議：(1)依大學生之心理需求重視各類型小說館藏之蒐集(2)依一般大學生常見之情緒困擾問題，提供各類型情緒療癒小說書目(3)建置大學生情緒療癒小說書目清單網站平臺(4)辦理情緒療癒小說館藏之閱讀推廣活動。

The aims of this study are as follows: (1) to explore undergraduate students’ emotional disturbance problems, (2) to examine the kind of fictions used for emotional healing that undergraduate students usually read, as well as the efficacy of these fictions in terms of emotional healing, and (3) to investigate the principles that undergraduate students use in choosing such fictions. An in-depth interview was employed to investigate fictions used for emotional healing that undergraduate students usually read. Research participants included 21 university undergraduate students who are deeply involved in reading fictions used for emotional healing. This study reached the following conclusions: Firstly, the emotional disturbance problems faced by interviewees are usually related to schoolwork. Secondly, there are eleven kinds of fictions used for “emotional healing” that interviewees usually read, namely: romances, realistic fiction, fantasies, mysteries, emprise fiction, motivational fiction, online fiction, historical fiction, science fiction, psychological fiction and horror fiction. These categories of fiction can be further divided according to their themes. Thirdly, the efficacy of these books in terms of emotional healing differs because of two factors, namely the personal circumstances of the undergraduate students and certain material factors. In line with the above, the following proposals are made for university libraries: (1)establish collections of fiction according to the psychological needs of undergraduate students, (2) categorize collections according to general emotional disturbance problems of undergraduate students to provide emotional healing annotated bibliographies, (3) construct a bibliographic list of emotional healing blogs or websites for undergraduate students and (4) promote reading activities of emotional healing fiction collections.