岳封疆

江雪華

大健康學院

應用心理學博士學位課程

博士

2023

大學生漫迷心理特徵的調查, 質性研究與心理分析

Investigation, qualitative research and psychological analysis of the psychological characteristics of college students' comic fans

大學生 ; 特質憤怒 ; 動漫捲入度 ; 消極反芻思維 ; 心智化 ; 大學生漫迷主題 ; 心理分析

college students ; trait anger ; animation involvement ; negative rumination ; mentalization ; college student fan themes ; analytical psychology

公開日期：24/6/2027

為了探索當前中國大學生動漫捲入度的現狀和相關的心理特徵，對理解當前大學生所處的現狀具有重要意義。研究一探索特質憤怒、動漫捲入度、消極反芻思維和心智化的關係，採用中文版特質憤怒修訂量表、大學生反芻思維量表、心智化RFQ-8量表和動漫捲入度量表對1140名在校大學生進行調查研究。研究二探索中國大學生漫迷的共有的主題，採用訪談法，對9名大學生漫迷進行質性研究。並在此基礎上以心理分析的視角下解讀探討研究一與研究二呈現出的結果。
研究一動漫捲入度量表顯示總人數16%的大學生每天都觀看動漫作品，基本屬於“漫迷”的群體。大學生最喜歡動漫角色前5名分別是柯南、路飛、哆啦A夢、野原新之助和唐三，喜歡動漫角色的原因前三位分別是性格、目標感和外在特點。獨立樣本T檢驗顯示男大學生的動漫捲入度顯著高於女大學性（p<0.001）；男大學生在反芻思維中的抑制快樂這一維度上得分顯著高於女大學生（p<0.001）；理科大學生的特質憤怒顯著高於文科大學生（p<0.05），理科大學生的消極反芻思維顯著高於文科大學生（p<0.01），理科大學生的心智化水準顯著低於文科大學生（p<0.05）；家庭地域來自農村大學生的特質憤怒、動漫捲入度和消極反芻思維顯著高於來自城市大學生（p<0.001）；獨生子女大學生的特質憤怒、動漫捲入度和消極反芻思維顯著高於非獨生子女大學生（p<0.01）；有宗教信仰的大學生的特質憤怒和消極反芻思維顯著高於無宗教信仰的大學生（p<0.01）。單因素ANOVA檢驗顯示來自於離婚家庭大學生的消極反芻思維水準顯著高於來自家庭婚姻正常和父母喪偶的大學生（p<0.001）。相關分析表明大學生特質憤怒與動漫捲入度、消極反芻思維顯著正相關，與心智化顯著負相關；動漫捲入度與消極反芻思維顯著正相關，與心智化顯著負相關；消極反芻思維與心智化顯著負相關。Amos模型檢驗表明特質憤怒不僅直接影響大學生心智化水準，特質憤怒還可以通過動漫捲入度和消極反芻思維的中介作用影響大學生心智化水準；特質憤怒通過動漫捲入度和消極反芻思維的鏈式中介作用影響大學生心智化水準。
研究二對9位大學生漫迷受訪者訪談後，進行詮釋現象學的質性分析探索，結果表明當前大學生漫迷共有七大主題反映其背後的普遍結構：主題一：始於兒童期。主題二：父母疏於管理。主題三：動漫因虛幻的設計有強代入感。主題四：動漫內容與成長階段有某種同步性。主題五：動漫內容與心理需求息息相關。該主題下有三個亞主題。亞主題1：補償現實缺失；亞主題2：滿足內心願望；亞主題3：提供成長榜樣。主題六：借助動漫實現心理獲益的目的。該主題下有三個亞主題：亞主題1：獲得快樂；亞主題2：緩解壓力；亞主題3：體驗歸屬感。主題七：觀看動漫無法緩解特質憤怒。
基於研究一調查研究與研究二的質性研究的心理分析結果表明，英雄原型、母親原型和永恆少年原型是當前大學生喜歡的動漫角色背後的主要原型。不同心理類型的大學生訪談的過程、內容有著明顯的差異。
研究結論與啟示：當前總人數16%的大學生屬於漫迷群體，其動漫捲入度較高。大學生喜歡的動漫角色多與英雄相關。由於年齡的成長，相較於動漫角色的外在形象，大學生越來越關注動漫角色的內在品質。大學生接觸動漫可以促進其審美的提高，改善系統學習的方法和豐富業餘生活，也可以獲得快樂、緩解壓力和體驗到歸屬感，動漫往往可以補償他們現實的缺失，而動漫的角色又可以為他們提供榜樣的作用。但是，大學生觀看動漫無法緩解特質憤怒，在此情境下，觀看動漫還會導致其消極反芻思維水準上升和心智化功能的下降。所以，大學生應多與人積極溝通，緩解自己的憤怒情緒。當特質憤怒水準下降後，可以選擇看動漫來獲得快樂、緩解壓力。同時，動漫是虛幻的，大學生應對動漫有清晰的認識，雖然動漫有補償現實和滿足內心願望的特點，但是大學生也應避免深陷動漫的虛擬中，在現實生活中成長才是他們更重要的選擇。此外，雖然大學生已經成人，但其父母不應疏於管理他們觀看動漫的內容，要積極的引導他們觀看有利於他們身心健康的書籍和視頻。

In order to explore the current situation of Chinese college students' involvement in animation and related psychological characteristics, it was of great significance to understand the current situation of college students. Study 1 explored the relationship between trait anger, animation involvement, negative rumination and mentalization. 1140 college students were investigated using the Chinese version of Trait Anger Revision Scale,College Students Rumination Scale,Mentalization RFQ-8 scale and animation involvement Scale. The second study explored the common themes of Chinese college students' comic fans, and adopted the interview method to conduct qualitative research on 9 college students' comic fans. On this basis, the results of study 1 and Study 2 were interpreted and discussed from the perspective of analytical psychology.
Research 1 on an animation involvement scale showed that 16% of the total number of college students watch animation works every day, basically belonging to the group of "comic fans". The top five characters college students like most were Conan, Luffy, Doraemon, Nohara Shinnosuke and Tang San. The top three reasons for liking anime characters were personality, sense of purpose and external characteristics. Independent sample T-test showed that male college students' involvement in animation was significantly higher than that of female college students (p<0.001). Male college students scored significantly higher than female college students on inhibition of happiness in negative rumination (p<0.001).The trait anger of science students were significantly higher than that of liberal arts students (p<0.05), the negative rumination of science students were significantly higher than that of liberal arts students (p<0.01), and the level of mentalization of science students were significantly lower than that of liberal arts students (p<0.05). The trait anger, animation involvement and negative rumination of rural college students were significantly higher than those of urban college students (p<0.001). Trait anger, animation involvement and negative rumination of only child college students were significantly higher than those of non-only child college students (p<0.01). The trait anger and negative rumination of religious college students were significantly higher than those of non-religious college students (p<0.01). Univariate ANOVA test showed that the level of negative rumination of college students from divorced families was significantly higher than that of college students from normal family marriage and bereaved parents (p<0.001). Correlation analysis showed that trait anger was positively correlated with animation involvement and negative rumination, and negatively correlated with mentalization. Animation involvement was positively correlated with negative rumination and negatively correlated with mentalization. There was a significant negative correlation between negative rumination and mentalization. Amos model test showed that trait anger not only directly affected the mentalization level of college students, but also influenced the mentalization level of college students through the mediating effect of animation involvement and negative rumination. Trait anger affected the level of college students' mentalization through the chain mediating effect of animation involvement and negative rumination.
Study 2 conducted qualitative analysis and exploration of interpretative phenomenology after interviewing 9 college students who were fans of comic, and the results showed that there were seven themes reflecting the universal structure behind the current college students' fans of comic: Theme 1: Anime viewing began in childhood. Theme 2: Their parents were negligent in managing them. Theme 3: Animation has a strong sense of substitution due to unreal design. Theme 4: There was a certain synchronicity between animation content and growth stage. Theme 5: Animation content was closely related to psychological needs. There were 3 sub-themes under this theme. Subtheme 1: Compensating for lack of reality, Sub-theme 2: Fulfilling inner desires, Subtheme 3: Providing role models. Theme 6: They watched animation to achieve psychological benefits. There were 3 sub-themes under this theme: Sub-theme 1: Getting happy,Sub-theme 2: Stress Relief, Sub-theme 3: Experiencing a sense of belonging. Theme 7: Watching anime did not relieve trait anger.
The results of analytical psychology based on the qualitative research of Study 1 and Study 2 showed that the hero archetype, the mother archetype and the eternal teenager archetype were the main archetypes behind the current college students' favorite animation characters. College students of different psychological types had obvious differences in the process and content of interview.
Research conclusion and revelation: 16% of the total number of college students belonged to the group of animation fans, and their involvement in animation was high. The animation characters that college students liked were mostly related to heroes. Due to the growth of age, college students paid more and more attention to the internal quality of animation characters compared with the external image of animation characters. College students watching animation could improve their aesthetics, improved their systematic learning methods and enriched their spare time. They could also enjoy happiness, relieve pressure and experience a sense of belonging by watching animation. Animation could often compensate for their lack of reality, and the role of animation could provide them with a role model.But，watching animation could not relieve trait anger of college students. In this situation, watching animation could also lead to the rise of their negative rumination and the decline of their mentalization function. Therefore, college students should communicate with others actively to relieve their anger. When the level of trait anger dropped, they can choose to watch anime to get happiness and relieve stress. At the same time, animation was illusory, and college students should have a clear understanding of animation. Although animation had the characteristics of compensating reality and satisfying inner wishes, college students should also avoid getting stuck in the virtual animation, and growing up in real life was their more important choice. In addition, although college students had become adults, their parents should not neglect to manage the content of their watching animation, and actively guide them to watch books and videos that were conducive to their physical and mental health.

2024

中文

245

致謝............................................................................................. 5
摘要............................................................................................. 7
Abstract........................................................................................ 10
圖目錄..........................................................................................25
表目錄..........................................................................................26
第一章緒論............................................................................. 27
1.1 現實背景........................................................................... 27
1.2 理論背景........................................................................... 28
1.3 研究意義...........................................................................31
1.3.1 現實意義................................................................... 31
1.3.2 理論意義................................................................... 32
第二章文獻綜述..........................................................................33
2.1 動漫.................................................................................. 33
2.1.1 動漫的界定................................................................33
2.1.2 動漫相關的一些概念.................................................33
2.1.3 漫畫與動畫............................................................... 34
2.1.3.1 漫畫的定義.......................................................34
2.1.3.2 漫畫與一般書籍的差異..................................... 34
2.1.3.3 漫畫起源.......................................................... 35
2.1.3.4 動畫的定義.......................................................35
2.1.3.5 動畫的起源.......................................................35
2.1.3.6 漫畫與動畫的關係............................................ 36
2.1.4 動漫歷史的簡述....................................................... 37
2.1.4.1 日本................................................................. 37
2.1.4.2 美國................................................................. 37
2.1.4.3 中國................................................................. 38
2.1.4.4 中國動漫與國外動漫的比較.............................. 39
2.1.5 動漫捲入度................................................................40
2.1.5.1 捲入度..............................................................40
2.1.5.2 動漫捲入度.......................................................41
2.1.5.3 動漫捲入度的測量............................................ 41
2.1.6 漫迷..........................................................................42
2.1.6.1 漫迷的界定.......................................................42
2.1.6.2 漫迷的研究.......................................................42
2.1.7 動漫的研究現狀........................................................ 44
2.1.7.1 當代大學生對動漫種類的關注程度................... 44
2.1.7.2 大學生與動漫消費............................................ 45
2.1.7.3 動漫對受眾的影響............................................ 46
2.1.7.4 動漫角色.......................................................... 47
2.1.7.5 動漫傳遞的價值................................................47
2.2 特質憤怒........................................................................... 49
2.2.1 特質憤怒的概念界定..................................................49
2.2.2 特質憤怒的相關性研究............................................. 50
2.2.2.1 大學生的特質憤怒研究現狀.............................. 50
2.2.2.2 家庭功能與特質憤怒.........................................51
2.2.2.3 特質憤怒與情緒反應.........................................51
2.2.2.4 特質憤怒與攻擊行為.........................................52
2.2.2.5 特質憤怒與人格特徵.........................................53
2.2.3 特質憤怒的測量.........................................................53
2.3 心智化...............................................................................54
2.3.1 心智化的定義............................................................ 54
2.3.2 心智化與相關概念的區分...........................................54
2.3.3 心智化的相關研究..................................................... 56
2.3.3.1 大學生的心智化現狀研究..................................56
2.3.3.2 心智化與依戀關係............................................ 57
2.3.3.3 心智化與情緒反應............................................ 57
2.3.3.4 心智化與攻擊行為............................................ 58
2.3.3.5 心智化與邊緣性人格.........................................58
2.3.3.6 心智化的腦機制研究.........................................59
2.3.3.7 心智化與精神疾病............................................ 59
2.3.4 心智化的測量............................................................ 60
2.4 反芻思維........................................................................... 60
2.4.1 消極的反芻思維.........................................................60
2.4.2 積極的反芻思維.........................................................61
2.4.3 反芻思維的理論解釋..................................................62
2.4.4 反芻思維的相關研究..................................................64
2.4.4.1 大學生的反芻思維現狀研究............................. 64
2.4.4.2 反芻思維與情緒反應........................................65
2.4.4.3 反芻思維與認知特徵........................................65
2.4.4.4 反芻思維與行為反應........................................66
2.4.5 積極反芻思維對心理健康的積極影響.........................67
2.4.6 反芻思維的測量.........................................................68
2.5 各變數之間的關係............................................................. 69
2.5.1 憤怒與消極反芻思維..................................................69
2.5.2 心智化與特質憤怒、消極反芻思維............................ 70
2.5.3 各變數的關係探索..................................................... 70
2.6 分析心理學........................................................................71
2.6.1 分析心理學概述.........................................................71
2.6.2 原型..........................................................................71
2.6.3 心理類型................................................................... 72
2.6.4 夢的分析...................................................................73
第三章調查研究..........................................................................74
3.1 研究目的...........................................................................74
3.2 研究對象與方法.................................................................75
3.2.1 研究對象與施測.........................................................75
3.2.2 研究工具................................................................... 77
3.2.2.1 動漫捲入度問卷................................................77
3.2.2.2 特質憤怒量表.................................................. 77
3.2.2.3 反思功能量表.................................................. 78
3.2.2.4 大學生反芻思維量表........................................78
3.2.3 數據處理與統計分析..................................................79
3.3 結果.................................................................................. 79
3.3.1 大學生的動漫捲入度現狀...........................................79
3.3.1.1 大學生動漫捲入度的整體情況.......................... 79
3.3.1.2 大學生喜愛的動漫角色及原因.......................... 80
3.3.2 共同方法偏差檢驗..................................................... 82
3.3.3 描述性統計............................................................... 83
3.3.4 各變數的差異比較..................................................... 83
3.3.4.1 在性別上的差異分析.........................................83
3.3.4.2 在文科、理科上的差異分析............................. 84
3.3.4.3 在家庭地域的差異分析..................................... 85
3.3.4.4 在是否是獨生子女上的差異分析...................... 86
3.3.4.5 在父母婚姻狀況上的差異分析.......................... 87
3.3.4.6 在有無宗教信仰的差異分析.............................. 90
3.3.5 相關分析................................................................... 91
3.3.6 結構方程模型........................................................... 92
3.4 討論..................................................................................95
3.4.1 大學生的動漫捲入度..................................................95
3.4.1.1 大學生的動漫捲入度整體情況分析................... 95
3.4.1.2 大學生喜愛的動漫角色及原因分析................... 96
3.4.2 各變數在人口學變數上的差異比較..........................100
3.4.2.1 在性別上的差異比較.......................................100
3.4.2.2 在文、理科上的差異比較................................101
3.4.2.3 在家庭地域上的差異比較................................102
3.4.2.4 在是否為獨生子女上的差異比較.....................103
3.4.2.5 在父母婚姻狀況上的差異比較........................ 104
3.4.2.6 在是否有宗教信仰上的差異比較.....................105
3.4.3 各變數的相關關係分析........................................... 106
3.4.4 中介作用分析......................................................... 107
3.4.4.1 動漫捲入度的中介作用................................... 107
3.4.4.2 消極反芻思維的中介作用................................108
3.4.4.3 鏈式中介作用................................................ 109
第四章大學生漫迷的質性研究.................................................. 110
4.1 研究目標與內容...............................................................110
4.2 研究設計......................................................................... 110
4.2.1 研究流程................................................................. 110
4.2.2 研究被試的選取.......................................................111
4.2.3 訪談關係的建立.......................................................113
4.3 資料收集.........................................................................114
4.3.1 進入場地................................................................. 114
4.3.2 訪談過程................................................................. 115
4.3.3 資料轉錄................................................................. 116
4.4 資料分析......................................................................... 117
4.4.1 沉浸閱讀................................................................. 117
4.4.2 意義單元的拆解與改寫............................................ 118
4.4.3 構成主題................................................................. 120
4.4.4 置身結構................................................................. 121
4.4.5 普遍結構................................................................. 122
4.5 研究的嚴謹性................................................................. 123
4.5.1 減少研究者偏誤.......................................................123
4.5.2 提升研究品質......................................................... 123
4.5.2.1 對脈絡的敏感度..............................................123
4.5.2.2 承諾和嚴謹.....................................................124
4.5.2.3 資料分析的品質檢驗.......................................124
4.5.2.4 影響力及重要性..............................................127
4.6 研究結果......................................................................... 127
4.6.1 主題一：始於兒童期................................................128
4.6.2 主題二：父母疏於管理............................................ 129
4.6.3 主題三：動漫因虛幻的設計有強代入感................... 129
4.6.4 主題四：動漫內容與成長階段有某種同步性............ 131
4.6.5 主題五：動漫內容與心理需求息息相關................... 132
4.6.5.1 亞主題1：補償現實缺失................................ 132
4.6.5.2 亞主題2：滿足內心願望................................ 134
4.6.5.3 亞主題3：提供成長榜樣................................ 136
4.6.6 主題六：借助動漫實現心理獲益的目的................... 137
4.6.6.1 亞主題1 獲得快樂......................................... 137
4.6.6.2 亞主題2 緩解壓力......................................... 138
4.6.6.3 亞主題3：體驗歸屬感....................................139
4.6.7 主題七：觀看動漫無法緩解特質憤怒.......................141
4.7 分析與討論..................................................................... 143
4.7.1 對漫迷特徵的再認識...............................................143
4.7.2 漫迷對於中日動漫的思考........................................144
4.7.3 對自我同一性發展的影響........................................145
4.7.4 對目標感的影響.......................................................146
4.7.5 漫迷喜歡動漫的種類與角色性別............................. 147
4.7.6 動漫的積極意義......................................................148
4.7.7 研究一與研究二的聯繫性........................................149
4.7.7.1 大學生觀看動漫的頻率................................... 149
4.7.7.2 大學生最喜歡的動漫角色及原因.....................150
4.7.7.3 研究二與研究一結構方程的聯繫性................. 154
4.7.8 對被試的反思.......................................................... 156
4.7.8.1 性別............................................................... 156
4.7.8.2 年齡............................................................... 156
4.7.8.3 種族............................................................... 157
4.7.8.4 學歷及家庭背景..............................................157
4.7.8.5 受訪抽樣的反思.............................................158
4.7.9 對研究倫理的反思................................................... 159
4.7.9.1 訪談邀請函.....................................................159
4.7.9.2 避免傷害........................................................ 160
4.7.9.3 保密............................................................... 161
4.7.9.4 公正合理........................................................ 161
4.7.9.5 平等互惠........................................................ 161
4.7.9.6 誠實的呈現研究發現.......................................162
4.7.10 研究方法的討論..................................................... 162
第五章基於調查與質性研究的心理分析.................................... 163
5.1 研究目標......................................................................... 163
5.2 動漫角色的原型意向分析.................................................163
5.2.1 英雄原型意象.......................................................... 163
5.2.2 母親原型意象.......................................................... 165
5.2.3 永恆少年原型意象................................................... 166
5.3 基於被試心理類型的分析.................................................167
5.3.1 esfj、infj 和enfj 被試的特徵分析..............................168
5.3.2 intp 被試的特徵分析................................................ 170
5.3.3 esfp 被試的特徵分析................................................ 171
5.3.4 infp 被試的探討....................................................... 173
5.4 夢的探討......................................................................... 175
第六章研究結論及建議............................................................. 179
6.1 研究結論.........................................................................179
6.2 研究建議.........................................................................180
6.2.1 研究一的建議.......................................................... 180
6.2.2 研究二的建議......................................................... 183
第七章不足與展望.................................................................... 185
7.1 研究一的不足與展望........................................................185
7.2 研究二研究不足與展望.................................................... 187
參考文獻.................................................................................... 189
作者簡歷.................................................................................... 229
附錄........................................................................................... 230

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