為何捨不得丟？大學生情緒調節策略與丟棄困難之關聯

Why Is It Difficult to Discard? The Relationship Between Emotion Regulation Strategies and Difficulty Discarding Among College Students

大學生面對物品取捨時，丟棄困難不只是整理能力或生活習慣問題，也可能涉及情緒依附、認知評估與自我調節歷程。本研究以自我調節理論為基礎，探討認知再評估與情緒壓抑對大學生丟棄困難之影響，並以台灣大專院校18至22歲學生為對象，取得292份有效樣本，採用結構方程模型分析。本研究發現，認知再評估對丟棄困難具有顯著負向影響，情緒壓抑則具有顯著正向影響。上述結果反映，能重新理解物品意義者較能降低丟棄時的焦慮與拉扯，而壓抑情緒者則較難處理丟棄所引發的不安與失落。期望本研究發現，可作為校園輔導辨識與介入之參考。

When college students face decisions regarding whether to keep or discard possessions, difficulty discarding is not merely a matter of organizing ability or living habits, but may also involve emotional attachment, cognitive appraisal, and self-regulation processes. Based on self-regulation theory, this study examines the effects of cognitive reappraisal and emotional suppression on difficulty discarding among college students. A total of 292 valid samples were obtained from students aged 18 to 22 years at colleges and universities in Taiwan, and structural equation modeling was employed for analysis. The findings indicate that cognitive reappraisal has a significant negative effect on difficulty discarding, whereas emotional suppression has a significant positive effect. These results suggest that individuals who are able to reinterpret the meaning of possessions are more likely to reduce anxiety and internal conflict during discarding, whereas those who suppress emotions may find it more difficult to manage the unease and sense of loss triggered by discarding. It is expected that the findings of this study may serve as a reference for identification and intervention in campus counseling.