本研究主要目的在於探討在不同情緒經驗及反芻風格對男女性自傷行為的影響。回顧過去研究，情緒被認為是多數自傷者自傷的動機及原因之一。可惜的是，大多數研究聚焦在負向情緒經驗，而較少探討正向情緒及不同激發程度的影響力。Selby（2008）的情緒瀑布理論提出反芻風格能夠增加負面情緒強度的論點，也暗示了反芻風格也是另一個與自傷行為相關認知因子。因此本研究認為情緒經驗與反芻風格可能皆為自傷發生的關鍵。有鑑於許多文獻結果指出，男女性的自傷危險因子可能存在差異，本研究便把性別差異納入考量，欲了解男、女性是否在情緒經驗及反芻風格的自傷預測因子有所不同。 本研究對象為508位北部某私立高職部學生，請學生填寫包含基本資料、反芻風格、自傷狀況及情緒經驗的評估共四部份問卷。研究結果顯示，在預測過去一年自傷行為的因子上，的確有性別差異。對女性來說，預測過去一年是否自傷的有效因子分別為負向情緒及負向低激發情緒，男性則是負向情緒及正向低激發情緒。在自傷頻率方面，對男女性來說，沒有任何情緒經驗或反芻風格為有效預測因子。在自傷種類數方面，沒有任何情緒經驗或反芻風格為女性自傷頻率的有效預測因子；對男性來說，則是負向情緒及低激發情緒能夠有效預測過去一年自傷種類多寡。研究最後針對這樣的結果做進一步討論及提供實務上的意涵及應用。 / The purpose of the present study was to investigate the influence of emotion experiences and rumination styles on Non-suicidal self-injury behavior (NSSI) in males and females. According to past studies, emotion was considered a critical factor in motivating individuals to practice NSSI. However, most studies focused on negative emotion experiences, and ignored the role of positive emotions and the effect of emotion activation level. Moreover, Selby’s Emotional Cascade Model proposes that rumination style will increase the negative affect intensity, suggesting that rumination style may be another key factor to NSSI. In addition, due to several studies have shown gender differences in risk factors for NSSI, the gender difference will be also take into account in the present study. To sum up, the present study aimed to examine gender differences in predictors (i.e., emotion experiences and rumination styles) for NSSI. The participants were 508 high school students from one of the private vocational high school in Northern Taiwan. All participants were asked to fill out the questionnaire pack which included demographic questionnaire, short-form rumination style questionnaire, deliberate self- harm inventory, and affect valuation inventory. The results show that gender differences in predicting NSSI existed: First, in predicting the occurrence of NSSI in the past year, negative affect and low arousal negative emotion were the most effective factors for females; negative emotion and low arousal positive emotion were the most effective ones for males. Second, neither emotion experience nor rumination style can predict the frequency of NSSI in the past year for males and females. Third, in predicting the numbers of types of self-injury used in the past year, there was no effective predictor for females; negative emotion and low arousal emotion were the effective predictors for males. Finally, the results and the practical implication were discussed in the thesis.

本研究目的在整合依附理論、負向情緒調適預期和壓力因應三種理論觀點，建構面臨生涯抉擇的大四學生之情緒經驗歷程模式。研究採問卷調查法，以台灣八所大學783位大四學生為對象。研究工具包括依附風格量表、負向情緒調適預期量表、生涯抉擇壓力因應量表、快樂感受量表和憂鬱量表。資料分析方法為因素分析、信度分析、皮爾遜積差相關分析、t考驗、單因子變異數分析及結構方程模式。 初步模式驗證發現，初始模式與觀察資料間無法適配，故根據修正指標，刪除不適當路徑、整併觀察變項、將部分觀察變項的殘差連結後，產生三個理論模式。進一步進行模式適配度考驗，顯示三個模式與觀察資料間適配度良好，並能有效解釋變項間的關係。模式一：依附會影響負向情緒調適預期；依附會透過正向壓力因應影響情緒經驗。模式二：依附會影響負向情緒調適預期；依附會透過負向壓力因應影響情緒經驗。模式三：依附會透過情緒焦點因應影響情緒經驗；依附會透過負向情緒調適預期和情緒焦點因應影響情緒經驗。 三個模式的共通處為：依附會影響個人的壓力因應；個人的壓力因應會影響其情緒經驗；依附並不會直接影響個人的情緒經驗，但依附會透過壓力因應而對情緒經驗產生影響；依附會影響個人的負向情緒調適預期。 研究建議為：宜積極發展生涯輔導方案與生涯探索課程；協助個案瞭解依附、負向情緒調適預期和壓力因應對其情緒經驗的影響；針對不安全依附者提供預防介入；以不同性別和不同依附型態者為對象，進行模式的建構與驗證；採焦點團體法或縱貫研究法進行研究；將其他重要變項納入模式中，或探究變項間的關係；依附和情緒經驗等測量工具的改進。 / The purpose of the study was to integrate attachment theory, coping theory, and the perspective of expectancies for negative mood regulation (NMR) to develop the process model of emotional experiences for senior college students encountering the stress of career choice. The participants of the study were 783 senior college students in Taiwan. The participants were evaluated by Attachment Style Scale, NMR Scale, Coping Scale, Happiness Scale, and Depression Scale. The data were analyzed by factor analysis, Cronbach α analysis, Pearson product-moment correlation, t-test, one-way ANOVA, and SEM. In the primitive model testing, the original model couldn’t fit with the observed data. Adjustment is thus made, in accordance with the modification index, to delete the unsuitable paths, combine the observed variances and line the error variances of some observed variances. Three models are generated. As shown in the result of model testing, the three models coordinate with the observed data, explaining the relationships among main variables. Model one: Attachment can affect NMR; attachment can affect emotional experiences through positive coping. Model two: Attachment can affect NMR; attachment can affect emotional experiences through negative coping. Model three: Attachment can affect emotional experiences through emotion-focused coping; attachment can affect emotional experiences through NMR and emotion-focused coping. The similarities in the three models were as follows: Firstly, attachment can affect coping. Secondly, coping can affect emotion. Thirdly, attachment can’t affect emotional experiences directly, but attachment can affect emotional experiences through coping. Fourthly, attachment can affect NMR. The suggestions were as follows: 1.The programs of career guidance and the curriculum of career exploration should be developed. 2. The clients should be assisted to understand the influence of attachment, NMR, and coping on their emotional experiences. 3. The preventive intervention should be provided to students of insecure attachment. 4. The models should be developed and tested according to the participants of different gender and attachment styles. 5. The focus group interview and the longitudinal method should be adopted. 6. Other important variables should be added to the model; alternatively, the relationships of these variables be explored. 7. The instructions of measurement in attachment and emotional experiences should be improved.