如果Alfred Hitchcock的電影會讓觀眾驚聲尖叫，如果喜劇泰斗Charlie Chaplin的戲劇會讓觀眾捧腹大笑；那麼真實的跳樓新聞、真實的滅門血案鏡頭，會不會讓觀眾痛苦難耐？ 本篇論文企圖橫跨新聞學與心理學兩大領域，探討影響台灣民眾日常生活至深的電視新聞，其所播放的新聞畫面會帶給觀眾怎樣的心理衝擊？ 本研究鎖定兩大主軸，第一、悲劇性新聞是否較中性新聞更易引發觀看者的負向情緒？第二、同樣的悲劇性新聞，若賦與不同的畫面剪輯，是否會導致觀看者出現不同的情緒反應？本研究之結論如下：其一、以新聞類型區分：悲劇性新聞〈跳樓及滅門血案〉和中性新聞同樣不會強烈引發觀看者的負向情緒；有趣的是，當觀看者愈覺得悲劇性新聞帶給其負向情緒，那麼就會愈感到中性新聞所具備的正向情緒；顯見不同類型的新聞會相互影響情緒反應。其二、以新聞畫面區隔：無論是醫院急診室等相關畫面，或直接呈現跳樓及滅門血案的鏡頭，兩者引發的情緒反應並沒有“顯著差異”；僅管差異性不強，但觀看跳樓、血跡鏡頭確確實實會引發較多的負向情緒，尤其看到墜樓鏡頭會特別感到“緊張、害怕”。當然，收看悲劇性新聞不全然是負向情緒表現較為突出，本研究也發現觀看者在正向情緒反應上，顯示出相當“關心、關愛”悲劇性新聞。 至於悲劇性新聞的鏡頭處理與觀眾情緒反應之間的關連性，實驗結果顯示：畫面內容具震憾性、色調明亮、特寫鏡頭、跟拍鏡頭、畫面時間長、具聲音效果者，都會讓人印象深刻。在男女性別研究上，本論文發現不同性別收看悲劇性新聞時會各自站在不同的角色去詮釋新聞：女性會站在弱勢的被害人角度，而男性則易傾向消防員、旁觀者甚或兇嫌的立場來看待此類新聞；思考立場相左，因而產生女性收看悲劇性新聞的負向情緒較男性為強的結果。 / If Afred Hitchock’s horror films can make an audience scream out loud, and if Charlie Chaplin’s comedies can make an audience laugh until their stomach hurt, then would real life news footage of people jumping off buildings and bloody murders cause an audience to feel sad? This thesis combines the studies of journalism and psychology to explore how broadcast news psychologically impacts Taiwanese audiences. This study focuses on 1) whether tragic news negatively influences viewers' mood more easily than neutral news does; and 2) if the same story edited with different images, causes viewers to feel differently. This study concludes that 1) based on news type: both neutral news and tragic news don't appear to have a negative effect on viewers. More interestingly, the more that viewers feel that sad or bloody news brings a negative mood, the more they feel that neutral news positively affects their mood. And 2) based on the images types: if images like those of an emergency room are replaced by images of people leaping off buildings, using the same narrative, it doesn't make viewers feel any more or less negative. What's notable, however, is that when viewers see images of bloody scenes or of people jumping off buildings, the images still make them feel "nervous" or "afraid." On the other hand, this report also finds that viewers feel especially concerned or empathetic towards what is presented in news stories. As for how tragedy news images influences views’ mood, this report finds that the event's emotional impact, the color tone, brightness, close-ups shots, following shots, length of cut and sounds all contribute to the impression the story leaves on the viewer. On the difference between how men and women react to new stories, the statistics show that women will empathize with the victim and men tend to take the viewpoint of the fireman, witness or the suspect. Because men and women think differently, tragedy news stories affect the mood of women more than they affect the mood of men.

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.

Linehan（1993）、Krause等人（2003）發現童年在情緒無效環境中成長的個體會產生情緒調節困難，且情緒無效性常會惡化成人時期的心理及行為問題，包含自我傷害行為。據此，研究者試圖了解童年情緒無效性是否會造成個體無法接納其負向情緒，進而增加其自我傷害行為的發生機率。本研究的目的有二：一是發展「情緒不接納量表」，並初步驗證其信效度。二為探討「童年情緒無效性」與「情緒不接納」與「青少年自我傷害行為」三者的關連性。 　　本研究採問卷調查法，研究對象為478位高中職及國中學生。研究結果發現，情緒不接納量表可分為「對情緒的自我評價」及「對情緒的否定」兩個因素。負向情緒社會化與心理虐待會使個體較容易產生對情緒的自我評價。心理虐待能預測高中職學生自我傷害發生的有無及累積頻率；對情緒的自我評價能預測兩組學生自我傷害行為發生的有無。對情緒的自我評價及對情緒的否定在負向情緒社會化與自我傷害累積頻率、心理虐待與自我傷害累積頻率之間並無中介效果。最後研究者針對國中、高中職學生心理發展階段的不同、負向情緒社會化與心理虐待在概念上的差異，及對自我傷害的影響路徑進行討論。 / Linehan (1993), Krause et al. (2003) found individuals who grow up in an emotional invalidating environment during childhood may have difficulties in emotional regulation, and emotional invalidation often deteriorate both psychological and behavior problems later on in their adulthood, including deliberate self-harm behaviors. Therefore, this study tried to investigate whether childhood emotional invalidation can cause one’s emotional nonacceptance, and therefore can increase the probability of deliberate self-harm behaviors. The purpose of this study was to develop the scale of emotional nonacceptance, and to explore the relationship between childhood emotional invalidation, emotional nonacceptance and adolescents’ deliberate self-harm behaviors. The study was based on questionnaires, and the participants were 478 high school students in Taiwan. The main results were as follows: First, the scale of emotional nonacceptance can be divided into two factors: self evaluation of emotion and denial of emotion. Second, negative emotion socialization and psychological abuse can predict adolescents’ self evaluation of emotion. Third, psychological abuse can predict the occurrence and accumulative frequency of deliberate self-harm of senior high school students, and self evaluation of emotion can predict the occurrence of deliberate self-harm of all high school students. Finally, self evaluation of emotion and denial of emotion do not play as mediators between childhood emotional invalidation and the frequency of adolescents’ deliberate self-harm behaviors. The investigator discussed the different stages of psychological development between junior and senior high school students, the differences between negative emotion socialization and psychological abuse, and their paths that influence deliberate self-harm behaviors.

本研究旨在探索自我傷害行為的動機、相關現象與情緒調節功能，並以此為基礎釐清該行為的情緒內涵，包括正向情緒強度特質、負向情緒強度特質、平靜滿足、經驗迴避程度及情緒調節能力。此外，本研究以因素分析探索自傷動機的分類，並以此分類結果為基礎，探討不同自傷動機所引發的情緒種類、情緒強度是否有所不同，在自傷行為的進行方式、次數上是否有顯著差異，並瞭解其無法適當應用的情緒調節能力為何。研究採用問卷調查的方式，研究對象為839位私立高中職生，包括日間部與夜間部，調查所得資料以描述統計分析、卡方檢定、相關分析、獨立樣本t檢定、相依樣本t檢定、因素分析、邏輯迴歸分析和階層迴歸分析進行處理。 本研究主要結果如下：首先支持自傷行為具有負向情緒調節的功能，而經驗迴避對於自傷行為的影響有限。其次，將自傷動機進行因素分析的結果發現可以將其分為四類：人際影響、負向感受的因應、避免失控和負向自我評價。在區分是否有自傷行為部分，情緒調節困難的不接納與無助能夠有效解釋自傷行為的有無；在影響自傷行為的頻率部分，自傷動機的強度與情緒調節困難的衝動失控能夠有效解釋自傷頻率的多寡。此外，本研究發現不同的自傷方式與不同的動機、所處的自傷前情緒有關，且不同的自我傷害動機在情緒強度特質、情緒調節困難、負向情緒和自傷方式上會呈現出不同的樣貌。 / The purpose of this study was to explore the motivations, the phenomenon, and the function of deliberate self-harm behaviors(DSH), and based on these, to clarify emotional contents behind DSH, including positive affect intensity, negative affect intensity, serenity, experiential avoidance and the emotional regulation ability. Besides, the study investigated the classification of the motivations of DSH by exploratory factor analysis, and accordingly discussed whether the affect categories and the affect intensity resulted from the motivations of DSH were different, and whether the motivations of DSH resulted in significantly different using of methods and frequencies, moreover, the emotional dysregulation. The study was based on questionnaires, and the participants were 839 students from a private senior high school , including vocational schools. Data obtained were analyzed by descriptive statistics, correlation analysis, t-test, factor analysis (FA), logistic regression, and hierarchical regression analysis. The main results were as follows: First, the results supported that DSH has regulative function on negative affect, and experiential avoidance influenced DSH limitedly. Second, according to factor analysis, the motivations of DSH were classified into four categories: interpersonal influence, negative affect modulation, control, and negative self-evaluation. Moreover, nonacceptance of the emotion dysregulation could successfully distinguish students with DSH from students with no history of DSH in the past 1 year. Both intensity of motivations and impulse of the emotion dysregulation could reliably predict DSH’s frequency. Finally, different methods of DSH correlated to different motivations and different emotions before DSH, and there were various representations of affect intensity, emotion dysregulation, and methods depends on different motivations.

臨床研究發現，提高自我注意容易提高個體的負向情緒，反之，提高負向情緒容易觸發個體的自我注意程度，而高自我注意、負向情緒又正是憂鬱者的主要特徵。由於高自我注意跟負向情緒具有負相關，再根據過去文獻分析，推論高自我注意跟負向情緒之間可能具有共變關係。 循著Carver & Scheier的自我調適理論、Pyszczynski & Greenberg的憂鬱者的自我調適維持理論、Higgins的自我落差理論等脈絡前行，並分析有關目標設定、自我效能、憂鬱者對自我表現之主觀感受、自我滿意度等研究後，發現憂鬱者內在傾向於設定自己無法達成的目標，因此容易產生「目標--現況之間具有落差」的現象。本研究主張，差距現象乃是憂鬱者之高自我注意、負向情緒關係的中介因素，並將差距現象區分為客觀差距（事前自我效能評估--目標設定）、主觀差距（事後自我效能評估--主觀感受）。這兩者可能影響自我注意、負向情緒之關係。基於研究興趣，再探討「事前自我效能評估--實際自我效能」差距與「事後自我效能評估--實際自我效能」差距，這兩者並不會影響自我注意、負向情緒之關係。 本研究為了解自我注意、負向情緒、差距現象三者之關係，針對輕度憂鬱、一般大學生，以社交表現（與陌生人初次之談話）為主題，設計兩個實驗，探討（一）自我注意、負向情緒是否具有共變關係。（二）輕度憂鬱大學生在社交方面是否具有差距現象。（三）輕度憂鬱大學生的差距現象，是否為自我注意、負向情緒之共變關係之中介因素。（四）輕度憂鬱大學生的實際社交表現是否受到差距現象的影響。 根據本研究的實驗結果發現： （一）輕度憂鬱大學生之自我注意與負向情緒之間具有負相關，但在實驗操弄的情況下，兩者並沒有明顯共變關係。 （二）輕度憂鬱大學生在社交表現方面，和一般大學生大致相同，沒有顯著的客觀、主觀差距現象。而造成差距現象不明顯的原因，在於憂鬱大學生的社交表現一樣好、一樣受歡迎。然而憂鬱大學生對自己表現之評分較一般大學生為差，顯示憂鬱大學生的社交自信不足。 （三）輕度憂鬱大學生之客觀、主觀差距現象不構成高自我注意與負向情緒之中介因素。然而，憂鬱大學生對自我表現的主觀評價與滿意度確實顯著低於一般大學生，顯出憂鬱者習慣自我貶低的特質。 （四）輕度憂鬱大學生之社交表現並不受客觀、主觀差距現象之影響。 （五）在「事前自我效能評估--實際自我效能」差距與「事後自我效能評估--實際自我效能」差距方面，憂鬱大學生之差距量皆顯著小於非憂鬱大學生，顯示自評的社交實力與實際社交實力仍稍有不同，且一般大學生對自評社交能力的高估情況較顯著，反映出社交自信較憂鬱大學生高。 由於實驗結果並不支持本研究之假設，探討其可能原因為： （一）受試者特性：本研究所抽樣之政大學生之憂鬱程度相當輕微，而且在社交表現上並不比同輩差，因此在社交上之差距現象不明顯，無法看出差距現象是否足以構成自我注意、負向情緒之中介因素。另外，不同受試者具有不同的先天自我注意傾向，可能影響實驗結果。 （二）自我注意的內涵：本實驗操弄之自我注意採用「編故事」方式進行，並不會引發個體的挫折，因此無法引起強烈情緒變動。 （三）實驗測量的問題：以實驗操弄雖能暫時改變個體之情緒與注意力，然而操弄所得的情緒與注意力很容易受到外在干擾而改變、或隨著時間變化而消退。 綜合以上結果與探討，對未來研究之建議如下： 建議未來針對憂鬱症狀較高之憂鬱者，選定不同的實驗作業，在受試者不知情的情況下，利用非紙筆類的測量工具，在數個時間點重覆測量情緒與注意力的變化，再度檢驗差距現象對憂鬱者「自我注意--負向情緒」之共變關係。

過去探討影響員工正向情緒表達之前因的實證研究，已累積相當豐富，但在前因變數間之交互作用，以及情緒表達概念上，仍有以下兩大類議題尚未處理：首先，鮮少研究同時探討個體內層次 (交易層次)與個體間層次 (員工個人層次)之跨層次研究，即檢視單一員工服務多位顧客時之巢狀的影響 (nested effects)，故本研究提出的理論模型包含兩個層次變數之間的關係：個體內層次 (交易忙碌程度、顧客負向情緒表達)與個體間層次 (知覺工具型主管支持、知覺情感型主管支持、情緒穩定性特質)，以試圖彌補此研究缺口。再者，過去有關情緒表達之研究，大多探討員工於每筆交易時所展現之正向情緒表達之強度，因此，本研究另一個研究興趣探討員工個人變數與員工正向情緒表達之平均強度間的關係。 本研究以76位中華郵政第一線儲匯服務人員，及與其互動之434位顧客為研究對象，階層線性模式分析結果發現顧客負向情緒表達與員工正向情緒表達具有顯著負向關係；而在員工個人變數之跨層次干擾效果探討上，本研究結果發現，當員工知覺工具型主管支持較高時，會削弱顧客負向情緒表達與員工正向情緒表達之間的負向關係；且當員工情緒穩定性特質較高時，也會使交易忙碌程度與員工正向情緒表達間之負向關係減弱。最後，階層迴歸分析結果亦指出員工知覺情感型主管支持與員工正向情緒表達之平均具有顯著正向關係。整體而言，本研究所提之研究假說部分符合理論預期，而研究結果可對情緒表達、情緒勞動、與社會支持相關研究提供理論貢獻與實務意涵。 / Although most of previous studies have explored the antecedents of employee positive affective displays, the issues of examining the main effects of transaction cues and the moderating effects of employee characteristics on employee positive affective displays from the perspective of within-person and between-person analysis remain relatively unexplored so far. Therefore, this study examined whether transaction defining cues (ex., transaction busyness and client negative affective displays) affected employee positive affective displays. Besides, this study examined whether employee characteristics would moderate the relationships between transaction defining cues and employee positive affective displays. Results from 76 postal clerks of 32 post offices and 434 clients partially supported our hypotheses and showed that client negative affective displays negatively predict employee positive affective displays. With regard to the moderating effects of employee characteristics, when the postal clerks perceived high level of supervisor instructmental support, the negative effect of client negative affective displays on employee positive affective displays was minimized. Moreover, employee with high level of emotional satbility would weaken the negative relationship between transaction busyness and employee positive affective displays. In addition, the study also indicate that employee perceived high level of supervisor emotional support would increase the employee average performance of positive affective displays. In conculsion, these findings provide not only further understanding how to improve employee affective displays, but also guidance for the organizations to select and train appropriate emoployees.