社交焦慮高中學生「內在自我聚焦與外在威脅偵測量表」之編製與發展

Internal Self-focus Attention and External Threat Detection of Socially Anxious High School Students

本研究從社交焦慮者的注意力分配角度，探討社交焦慮高中學生在人際互動的情境中，常會出現的內在自我聚焦與外在威脅偵測之內容。將社交焦慮高中學生在人際互動情境的注意力分配，歸納為向內聚焦於負向自我評價與向外警戒於情境中任何被拒絕的線索兩部分，並深入訪談17位高中學生在人際互動情境的實際反應內容，分別編製「內在自我聚焦量表」與「外在威脅偵測量表」。完成量表預試程序後，即以該量表為工具，以522位高中學生為樣本，進行信、效度考驗。研究結果發現「內在自我聚焦量表」可分為「表達能力自我聚焦」、「家庭背景自我聚焦」、「學業能力自我聚焦」以及「外表穿著自我聚焦」四因素；「外在威脅偵測量表」可分為「他人不悅表情偵測」、「成為他人焦點偵測」以及「他人平淡回應偵測」三因素，兩量表信度分別為.82與.90。在效度方面，高中學生「內在自我聚焦量表」與「外在威脅偵測量表」的得分與其社交焦慮量表得分均有顯著的相關；然而，此二量表與友誼數量並無顯著的相關。最後針對上述結果進行討論與建議。

The study is to explore the contents of internal self-focus and external threat detection of high socially anxious high school students in the social context， from the viewpoint of attention allocation in social anxiety. In this study， I tried to categorize high socially anxious individuals’ reactions into two aspects， one is inwardly focusing on negative self-appraisal and another is outwardly scanning their social context for cues of rejection vigilantly; and further developed the Internal Self-focus Scale and the External Threat Detection Scale according to seventeen high school students’ in-depth interviews. After revision from pretest， 522 high school students were used to test the reliability and validity of these developed scales. The findings suggested that the Internal Self-focus Scale included four factors， namely， expression ability， family background， academic ability， and appearance dressing. The External Threat Detection Scale included three factors， namely， others’ negative facial expression， becoming focus of others， and others’ flat response; the reliability estimates of the Internal Self-focus Scale and the External Threat Detection Scale were .82 and .91， separately. In terms of validities of the scales， the Internal Self-focus Scale and the External Threat Detection Scale were significantly related to high school students’ social anxiety score; however， these two scales were not significantly related to their number of good friends. Implications for educational guidance and future studies were discussed accordingly.