篇名

運用油畫作為媒材探討大學生繪畫情緒調節策略 全文閱讀

卷期

5

作者

郭詠珍、宋鴻燕

關鍵詞

大學生、油畫創作、情緒調節策略、藝術治療、繪畫情緒調節

摘要

目的：本研究旨在探討大學生進行油畫創作後，其繪畫情緒調節與情緒調節策略之改變。
方法：以臺灣北部某大學30名大學生（男20位、女10位）為對象，使用藝術治療自我表達與情緒調節量表（Self-Expression and Emotional Regulation in Art Therapy Scale [SERATS]）與情緒調節策略量表（Emotion Regulation Questionnaire [ERQ]）進行前後測評估。研究流程包括前測、5分鐘冥想引導、60分鐘油畫創作及後測，共約1.5小時。
結果：油畫創作後，參與者之繪畫情緒調節後測得分顯著高於前測，顯示油畫創作能有效提升大學生的情緒調節能力；創作前參與者較偏好使用認知評估策略，創作後認知評估與表達壓抑策略之差異不顯著；兩項量表均未見顯著性別差異。
建議：實務工作者可將油畫創作應用於大學生情緒調節之輔導與團體活動中，透過適切引導與結構設計，促進大學生的情緒表達、自我覺察與心理整合。未來研究可延長觀察期並增加樣本多樣性，以進一步驗證油畫創作在不同情境與對象之應用成效。

並列摘要

Objective: This study investigated changes in college students’ emotion regulation and emotion-regulation strategies after oil painting.
Method: Thirty university students (20 males, 10 females) from a university in northern Taiwan were evaluated using the Self-Expression and Emotional Regulation in Art Therapy Scale (SERATS) and the Emotion Regulation Questionnaire (ERQ). The procedure consisted of a pretest, a 5-minute guided meditation, a 60-minute oil painting session, and a posttest, taking 1.5 hours in total.
Results: Painting emotion-regulation scores significantly increased after the session, indicating that oil painting enhances emotion-regulation abilities. Before painting, participants preferred cognitive reappraisal; however, differences between cognitive reappraisal and expressive suppression post-intervention were not significant. Gender differences were not significant.
Practical Implications: Practitioners can incorporate oil painting into counseling and group activities to support emotion regulation through appropriate guidance and structured design. Future studies should extend observation periods and include diverse samples to validate its effectiveness across contexts.

頁次

53

出刊日期

202606

DOI

10.30099/PPCE.202606_(5).0003