父母與其五歲子女談論過去情緒經驗用語的差異

Conversations Between Parents and Their 5-Year-Old Children on Emotional Experience

父母與其子女的談話是幼兒早期情緒社會化重要途徑。談話中，父母分別扮演不同的情緒角色，讓子女重新建構對於情緒的意義，並學習文化脈絡下所重視的情緒價值，互動中，幼兒性別似乎也影響著父母情緒經驗的用語，因此本研究主要目的是探究父母與其子女談論過去情緒經驗用語的差異，關注的面向是詞彙量/情緒詞彙量、敘說方式和敘說內容。本研究對象分別各為30 位5歲男孩和女孩與其父母，幼兒的語文能力中上。在家長同意下，至家中蒐集親子在快樂、難過、生氣和害怕情緒的談話及幼兒的語言能力。並參考Wang 與Fivush 等人（2005）的研究進行語料的編碼，以t 考驗、卡方及二因子混合設計變異數分析資料。結果發現，在詞彙和情緒詞彙上，父母之間無差異；但是父親對於男孩的情緒詞彙總量是高於女孩，母親則在男孩害怕的情緒詞彙量高於女孩。在敘說方式上，母親比父親較常出現重述方式，父親則比母親更常出現延展方式。與其子女談話中，母親比較會延展男孩的難過情緒，父親則是延展男孩的害怕情緒。在敘說內容上，當情緒事件以快樂和害怕為主題時，幼兒多描述情緒的引起是個人的感受，當情緒事件以難過和生氣為主題時，幼兒則多表示情緒是因人際互動而衍生的。至於情緒問題解決方法上，父母比較重視幼兒的生氣情緒，提供較多的解決方法，但多數父母都未能提供情緒的處理方法。依研究結果，建議父母、親職教育工作者和研究者應重視父親對於男孩情緒發展的獨特性、深入分析父母詞彙和情緒詞彙內涵的差異、探究父母與其子女延展方式的差異，以及提供幼兒情緒調節的方法。

Conversations between parents and their children are a key pathway for the socialization of emotions in young children.Emotions displayed through parental conversations enable children to reconstruct the meaning of emotion and learnemotional values in cultural contexts. Gender influences parent–child interactions behaviorally and verbally. This studymainly aims to explore differences in parents' use of emotional words and words in general, in addition to narrative stylesand content, when conversing with their children regarding past emotional experiences. Accordingly, this study selected 30boys and girls aged 5 years with medium-high language proficiencies with their parents; the average age of the children was63 months (with an age range of 52–64 months). The researchers obtained parental consent to collect data on the youngchildren's language skills and conversations through four emotions of happiness, sadness, anger, and fear. The parentsreceived three instructions from the researchers before parent–child conversations: (1) limit the four emotional experiences tothose jointly shared by parents and child, (2) avoid story narratives, and (3) discuss events that occurred within the previoustwo months. The goal was to ensure fresh parent–child memories to prevent emotional experiences deviating from theemotional theme (Wang, 2001; Fivush & Wang, 2005, Wang & Fivush, 2005). The researchers recorded emotionalconversations between the parents and children after confirming that the parents had understood the instructions. The parentsrandomly determined the order of emotional events.