本研究旨在探討評價恐懼、情緒表達衝突與自我關懷間的關聯，並嘗試了解自我關懷在評價恐懼對情緒表達衝突預測的調節效果。研究採問卷調查法，以全國大專校院在學大學生為研究對象，共獲得有效問卷470份（男性111位，女性359位），所得資料以描述性統計、差異性檢定、相關分析，以及迴歸分析等統計方法進行分析，並根據結果歸納本研究結論如下：

一、大學生負向評價恐懼、情緒表達衝突與自我關懷，都達到中等偏高的程度。
二、女大生比男大生有更高的負向評價恐懼。
三、大學生評價恐懼、情緒表達衝突與自我關懷間皆有顯著相關。
四、大學生評價恐懼與自我關懷可預測情緒表達衝突。
五、大學生自我關懷在評價恐懼對情緒表達衝突的預測上，不具調節效果。
六、大學生自我關懷、負向自我關懷在正向評價恐懼對情緒反芻的預測上，具調節效果。

最後，本研究提出留意大學生人際評價對情緒表達的影響、提升大學生自我關懷能力，以及關注個案對正向評價的主觀經驗等輔導諮商實務之建議。

This study aimed to investigate the relationship among fear of evaluation, ambivalence over emotional expression, and self-compassion. It also attempted to understand how self-compassion moderated the relationship between one’s fear of evaluation and ambivalence over emotional expression. A total of 470 undergraduate students (111 males and 359 females) in Taiwan completed a questionnaire. Data collected was examined using descriptive statistics, test of the significance of difference, the Pearson correlation coefficient, and regression analysis. Results of this research indicated findings as follows:

1. Undergraduate students presented with high-medium levels of fear of negative evaluation, ambivalence over emotional expression, and self-compassion.
2. The results showed a significant difference in that female undergraduate students presented with a much higher level of fear of negative evaluation compared with the male participants.
3. Fear of evaluation, ambivalence over emotional expression, and self-compassion were significantly correlated with one another among undergraduate students.
4. Fear of evaluation and self-compassion may significantly predict the ambivalence over emotional expression of the undergraduate students.
5. The moderation effect of self-compassion on the relationship between fear of evaluation and ambivalence over emotional expression was not significant among undergraduate students.
6. The moderation effect of self-compassion and negative self-compassion on the relationship between fear of positive evaluation and emotional rumination was significant among undergraduate students.

In conclusion, this study suggests increasing awareness of how interpersonal evaluations among undergraduate students may influence their emotional expression, fostering their self-compassion, and focusing on clients’ subjective experience of positive evaluation, along with other suggestions for the practice of counseling with college students.

第一章 緒論 1
第一節 研究動機 1
第二節 研究目的與研究問題 3
第三節 名詞解釋 4
第二章 文獻探討 5
第一節 評價恐懼 5
第二節 情緒表達衝突 8
第三節 自我關懷 11
第四節 評價恐懼、情緒表達衝突與自我關懷之相關研究 14
第五節 研究假設 17
第三章 研究方法 19
第一節 研究架構 19
第二節 研究對象 20
第三節 研究工具 21
第四節 研究程序 25
第五節 統計分析方法 26
第六節 研究倫理 27
第四章 研究結果與討論 29
第一節 大學生評價恐懼、情緒表達衝突與自我關懷之現況分析 29
第二節 不同背景變項在大學生評價恐懼、情緒表達衝突與自我關懷之差異分析 30
第三節 大學生評價恐懼、情緒表達衝突與自我關懷之相關分析 33
第四節 大學生評價恐懼、情緒表達衝突與自我關懷之迴歸分析 34
第五節 綜合討論 40
第五章 結論與建議 47
第一節 結論 47
第二節 建議 48
第三節 研究限制 51
參考文獻 53
一、中文部分 53
二、西文部分 54
附錄 63
附錄一 正式測驗問卷說明 63
附錄二 簡式害怕負向評價量表同意書 64
附錄三 害怕正向評價量表同意書 65
附錄四 情緒表達衝突量表同意書 66
附錄五 自我悲愍量表同意書 67

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