體驗區
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| 篇名 |
大學生的社會情緒學習素養與其對嘲弄的正向感知之關係──以情緒調節策略為中介變項
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| 並列篇名 |
Relationship between Social and Emotional Learning Competencies and the Positive Perceptions of Teasing in College Students: Mediating Effects of Emotion Regulation Strategies
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| 作者 |
黃絢質(Hsun-Chih Huang)
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| 中文摘要 |
本研究以大學生為對象，探討其社會情緒學習素養（SEL素養），是否會透過情緒調節策略之使用，去促進他們對嘲弄的正向感知。本研究的大學生受試者來自臺灣各地的公私立大學，共計1,207位（男生36%；女生64%）。本研究的研究工具包括自編的「大學生SEL素養量表」、「大學生情緒調節策略量表」與「大學生對嘲弄的正向感知量表」。本研究的研究結果顯示：大學生情緒調節策略的使用，完全中介著其SEL素養與對嘲弄的正向感知之關係。此外，以本研究「大學生情緒調節策略量表」因素分析所呈現出的各別情緒調節策略為中介變項去看，本研究指出：在大學生SEL素養與其對嘲弄的正向感知之間的關係，「正向看待」情緒調節策略具有完全中介的效果；「問題解決」、「逃避」與「壓抑」情緒調節策略具有部分中介的效果。本研究的研究成果將提供建議予大學端的學生輔導單位，強化培育大學生的SEL素養以及情緒調節策略之使用技巧，以更趨正向地去感知同儕關係間常見的嘲弄互動。
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| 英文摘要 |
Teasing is prevalent among late adolescents and young adults (Beck et al., 2007). Adults with mature cognitive abilities and verbal skills can recognize the subtle implications of irony and puns in conversations (Steinberg, 2014), leading to their enjoyment of teasing. Consequently, teasing can promote bonding in peer relationships (Eckert et al., 2020; Shapiro et al., 1991). However, research has seldom explored the link between mental competencies and positive perceptions of teasing. Notably, social and emotional learning (SEL) competencies, which are indicators of psychosocial adjustment (Durlak & Mahoney, 2019; Jones & Bouffard, 2012), influence how people perceive teasing (Jones & Bouffard, 2012). Additionally, SEL competencies influence emotional regulation strategies (CASEL, 2020a, 2020b), which are associated with perceptions of teasing (Myers et al., 2013). To address the aforementioned research gaps, the present study explored whether college students’ emotion regulation strategies mediate the relationship between SEL competencies and positive perceptions of teasing. Specifically, the aims of this study were to (1) assess the direct effect of SEL competencies on positive perceptions of teasing; (2) evaluate how SEL competencies affect general and specific emotion regulation strategies; (3) test the direct effects of these strategies on perceptions of teasing when SEL competencies are controlled for; and (4) explore the indirect effects of SEL competencies on positive perceptions of teasing through general and specific emotion regulation strategies. A pilot study was conducted to develop three assessment scales, and the study included 441 college students (boys: 33%, girls: 66%, prefer not to answer: 1%) recruited from universities in southern Taiwan. After the pilot study, the formal study, conducted using the finalized scales, was conducted; the formal study included 1,207 college students (boys: 36%, girls: 64%) recruited from different universities in Taiwan. In this study, three assessment scales were developed and validated. The first scale, called Scale of College Students’ SEL Competencies, was developed to evaluate SEL competencies on a 5-point scale; the scale comprises 21 items. The scale includes five subscales: “self-management” (accounting for 14.63% of the variance), “self-awareness” (accounting for 13.63% of the variance); “interpersonal tolerance and basic interpersonal operation ” (accounting for 13.23% of the variance), “altruism” (accounting for 10.97% of the variance), and “interpersonal coping skills” (accounting for 10.91% of the variance). Collectively, these factors explained 63.37% of the variance. The reliability of the overall scale, as measured by Cronbach’s α, was .93. Regarding the reliability of the subscales, the Cronbach’s α value was .83 for “self-management,” .84 for “self-awareness,” .84 for “interpersonal tolerance and basic interpersonal operation,” .79 for “altruism,” and .73 for “interpersonal coping skills.” The second scale, called Scale of College Students’ Emotion Regulation Strategies, was developed to assess emotion regulation strategies on a 5-point scale; the scale comprises 15 items. It includes four factors: “taking positive perspectives” (accounting for 25.60% of the variance), “avoidance” (account for 15.81% of the variance), “suppression” (accounting for 14.03% of the variance), and “problem-solving” (accounting for 12.19% of the variance). Overall, these factors explained 67.63% of the variance. The reliability of the overall scale, as measured by Cronbach’s α, was .89. Regarding the reliability of the subscales, the Cronbach’s α was .91 for “taking positive perspectives,” .80 for “avoidance,” .83 for “suppression,” and .67 for “problem-solving.” The third scale, called Scale of College Students’ Positive Perceptions of Teasing, was developed to measure perceptions of teasing on a 5-point scale; the scale comprises nine items. It includes two factors: “getting close with each other” (accounting for 39.42% of the variance) and “expressing positive emotion” (accounting for 32.33% of the variance). Collectively, these factors explained 71.75% of the variance. The reliability of the overall scale, as measured by Cronbach’s α, was .93. Regarding the reliability of the subscale, the Cronbach’s α value was .90 for “getting close with each other” and .86 for “expressing positive emotion.” Preliminary analyses of this study yielded several findings: (1) Significant differences in the SEL competencies were observed among college students from different schools. However, post hoc analysis results revealed no significant differences across school types. (2) Significant sex-based differences in emotion regulation strategies were observed; specifically, male students employed more emotion regulation strategies than did female students.(3) Significant school- and sex-based differences in positive perceptions of teasing were observed, although post hoc analysis results indicated no significant differences between school types. Male students were more likely to perceive teasing positively when compared with female students. Furthermore, the study observed a positive association between the students’ SEL competencies, emotion regulation strategies, and positive perceptions of teasing. These findings are in agreement with those of previous studies that have revealed associations between these factors and mental health (CASEL, 2020a, 2020b). Mediation analyses addressing the main objectives of this study revealed the following: (1) College students’ SEL competencies had a direct effect on their positive perceptions of teasing. (2) College students’ SEL competencies directly influenced both general and specific emotion regulation strategies. (3) When students’ SEL competencies were controlled for, general and specific emotion regulation strategies had direct effects on students’ positive perceptions of teasing. (4) College students’ SEL competencies indirectly influenced their positive perceptions of teasing through general and specific emotion regulation strategies. Notably, the mediation analysis results provide essential insights. The results demonstrate that the general strategy for regulating emotions fully mediated the association between college students’ SEL competencies and their positive perceptions of teasing. Moreover, an exploratory factor analysis of specific emotion regulation strategies—namely “taking positive perspectives,” “problem-solving,” “avoidance,” and “suppression”—revealed that “taking positive perspectives” emerged as a full mediator in the aforementioned association. However, “problem-solving,” “avoidance” and “suppression” were partial mediators in this relationship. These findings highlight the importance of emotion regulation in the association between the SEL competencies of college students and their positive perceptions of teasing. Effective emotion regulation could be a protective factor enabling college students to interpret social behaviors positively and maintain positive social connections. Overall, the study demonstrated that when the participants adequately used emotion regulation strategies—especially positive reappraisal—greater SEL competencies were associated with more positive perceptions of their teasing experiences. Moreover, even strategies such as problem-solving or the less adaptive approaches of avoidance and suppression could partially enhance positive perceptions of teasing, provided that the students possessed strong SEL competencies. Overall, this study contributes to the relevant literature on SEL, emotion regulation, and peer teasing among late adolescents and young adults. Its findings can inform university student guidance centers in their efforts to cultivate SEL skills and emotion regulation strategies, which can ultimately aid students in positively interpreting common teasing interactions in peer relationships.
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| 頁次 |
241-268
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| 關鍵詞 |
社會情緒學習素養
、情緒調節策略
、對嘲弄的正向感知
、social and emotional learning competencies
、emotion regulation strategies
、positive perceptions of teasing
、TSSCI
、Scopus
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| 卷期 |
55:2
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| 日期 |
202312
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| 刊名 |
教育心理學報
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| 出版單位 |
國立臺灣師範大學教育心理與輔導學系(所)
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| DOI |
10.6251/BEP.202312_55(2).0002
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