本研究關注COVID–19疫情下兒童的情緒經驗，並援引生態系統理論的觀點探討家長情緒調節、焦慮反應與調適表現對兒童負面與正面情緒的影響。經以878筆線上疫情生活調查的家長—兒童資料進行結構方程模型分析，結果指出：⑴家長的焦慮反應與兒童較多的負面情緒有關；⑵家長的調適表現與兒童較多的正面情緒、較少的負面情緒有關；⑶家長採取反芻的情緒調節策略，會透過加劇自身焦慮反應、降低自身調適表現，進而增加兒童的負面情緒並減少兒童的正面情緒；⑷家長採取轉移注意力的情緒調節策略，會透過提升自身調適表現，進而減少兒童的負面情緒並增加兒童的正面情緒；⑸家長採取重新評估的情緒調節策略，能緩減自身的焦慮反應，且可透過提升自身調適表現，進而減少兒童的負面情緒並增加兒童的正面情緒；⑹家長採取壓抑的情緒調節策略，會加劇自身的焦慮反應；⑺家長採取與人分享的情緒調節策略，會透過加劇自身焦慮反應，進而增加兒童的負面情緒。

To understand children's emotional experiences during the COVID–19 pandemic, this study adopted the viewpoint of ecological systems theory and investigated the effects of parents' emotional reg¬ulation, anxiety, and adjustment on children's negative and positive emotions. Data for a total of 878 parent-child pairs were collected from an online survey. Structural equation modeling analysis was conducted with acceptable model fit (SBχ2=156.70, df=101, p<.001, CFI=0.98, TLI=0.96, RMSEA=0.025, 90% CI of RMSEA=[0.017, 0.032], SRMR=0.019). For children's negative emotions, the effect of parents' anxiety about the pandemic was positively significant (β=0.26, p<.001), while the effect of parents' adjustment to the pandemic was negatively significant (β=−0.20, p<.001). For children's positive emotions, the effect of parents' adjustment was positively significant (β=0.29, p<.001), while the effect of parents' anxiety was non-signifi¬cant. Parents' rumination on pandemic-induced emotions was positively related to their anxiety (γ=0.45, p<.001). The mediating effect of parents' anxiety was only significant for the path from parents' rumi¬nation to children's negative emotion (estimate=0.12, S.E.=0.03, Sobel's Z=3.90, p<.001, 95% CI=[0.06, 0.19]) but non-significant for the path to children's positive emotion. Parents' rumination was negatively related to their adjustment (γ=−0.13, p=.003). The medi¬ating effect of parents' adjustment was significant for the path from parents' rumination to children's negative emotions (estimate=0.03, S.E.=0.01, Sobel's Z=2.25, p=.03, 95% CI=[0.01, 0.06]) and positive ones (estimate=−0.04, S.E.=0.01, Sobel's Z=−2.51, p=.01, 95% CI=[−0.08, −0.01]). Parents' distraction from pandemic-induced emotions was only positively related to their adjustment (γ=0.14, p<.001). The mediating effect of parents' adjustment was significant for the path from parents' distraction to children's negative emotions (estimate=−0.03, S.E.=0.01, Sobel's Z=−2.56, p=.01, 95% CI=[−0.06, −0.01]) and positive ones (estimate=0.04, S.E.=0.01, Sobel's Z=2.82, p=.005, 95% CI=[0.02, 0.08]). Parents' reappraisal was negatively related to their anxiety (γ=−0.09, p=.03). However, the mediating effect of parents' anxiety was non-significant for the path from parents' reappraisal to children's negative and positive emotions. Parents' reappraisal of pandemic-induced emotions was positively related to their adjustment (γ=0.15, p=.001). The mediating effect of parents' adjustment was significant for the path from parents' reappraisal to children's negative emotions (estimate=−0.03, S.E.=0.01, Sobel's Z=−2.37, p=.02, 95% CI=[−0.07, −0.01]) and positive ones (estimate=0.04, S.E.=0.02, Sobel's Z=2.57, p=.01, 95% CI=[0.01, 0.09]). Parents' suppression was positively related to their anxiety (γ=0.08, p=.03). However, the mediating effect of parents' anxiety was non-significant for the path from parents' suppression of pandemic-induced emotions to children's negative and positive emotions. Parents' social sharing was only positively related to their anxiety (γ=0.10, p=.002). The mediating effect of parents' anxiety was significant for the path from parents' social sharing to children's negative emotions (estimate=0.03, S.E.=0.01, Sobel's Z=2.49, p=.01, 95% CI=[0.01, 0.06]) but non-significant for the path to children's positive emotions. These findings might be of importance in providing professional consultants and family life educators a better understanding of how children's emotional experiences in stressful environments are affected by their parents' emotional regulation, anxiety, and adjustment.

COVID–19疫情；情緒調節；焦慮反應；調適表現；兒童情緒經驗

COVID–19 pandemic；emotional regulation；anxiety response；adjustment performance；children's emotional experiences