憂鬱症和焦慮症是兩種常見的精神疾病，無論在兒童或成人上，這兩種問題常會共同出現。在臨床上，要區分出個體共病的原因也常常很難釐清，為了診斷及治療效果之考量，釐清是有其必要性的。氣質是在嬰兒出生時就可以觀察出來的，並且具有大腦上的發展依據，或許可以在兒童尚未罹患憂鬱症及焦慮症之前，可以發現早期氣質中，會導致此兩種疾患的危險因子及保護因子。因此，本研究主要目的為找出和兒童憂鬱傾向及焦慮傾向之氣質相關及預測變項；以及使用氣質區分出憂鬱傾向兒童及焦慮傾向兒童之差異。研究對象為689位8-10歲兒童為有效樣本，其來源取得自公立小學學生。研究工具為「學齡期兒童氣質量表」、「貝克兒童青少年量表-第二版」。
研究結果發現，第一、根據相關因素探討，悲傷、不安、害怕、生氣、衝動、知覺敏感度、外向性、負向情緒、平撫性、注意力專注，同時和憂鬱傾向分數及焦慮傾向分數達顯著相關；此外，只和焦慮傾向達到顯著相關之氣質為「害羞」、「自信/支配性」；只有和憂鬱傾向顯著相關之氣質為「高度愉悅」。第二、使用迴歸分析結果發現，「注意力專注」及「知覺敏感度」可以同時預測兒童的憂鬱傾向及焦慮傾向；另外，「不安」及「害怕」氣質可以預測個體的焦慮傾向；而「悲傷」氣質可以預測兒童之憂鬱傾向。第三、注意力專注、悲傷、不安、生氣、害怕、負向情緒為可以有效區分高憂鬱及高焦慮傾向組兒童和對照組兒童之差異；「負向情緒」可以有效區分高憂鬱傾向組兒童及對照組兒童之差異；「自信/支配性」、「不安」、「害怕」及「負向情緒」可以有效區分高焦慮傾向組兒童和對照組兒童之差異。
最後，建議未來在校園及臨床上，可以專業人員先使用兒童氣質量表，初步探究孩子為憂鬱問題或焦慮問題；在家庭教養上，建議父母可先認識孩子的氣質，以了解孩子氣質的優勢和弱勢，建立一個良好的教養適配性，或許可以避免日後問題的發生。

In clinical practice, depression and anxiety are two common mental disorders, and they occur with high co-morbidity both in adults and children. In order to effectively diagnose them and treat both sets of disorders, and to be able to prescribe the most effective medication, it is essential to be able to differentiate between the two. Unfortunately, though, this continues to be a challenge, as much as distinguishing between the causes underlying depression on the one hand and anxiety disorders on the other. Fortunately, Child temperaments can be observed in children of all ages, even in newborns. Those temperaments are related to brain development. It might be possible to link patterns in child temperaments to risk of developing depression and anxiety. Thus, the purpose of this research was to find childhood temperamental factors which are correlative with – and predictive for – depressive and anxious tendencies. It was explored which temperamental variables were specific for groups of children whose members showed high depressive or high anxious tendencies, or both combined. A group with high depressive tendency, one with high tendency for anxiety, one with depressive and anxious tendencies combined, and a control group were studied. A total of 698 children ranging from ages 8 to 10 from public elementary schools in Taipei City, Taiwan, were included in the study. The methodologies used were the Beck Youth Inventories-Second Edition (BIY-Ⅱ) and the Temperament in Middle Childhood Questionnaire (TMCQ).
The results are the following: First, according to correlative statistics, sadness, discomfort, fear, anger, impulsivity, sensitivity, surgency, negative affect, soonthability, and attention focusing significantly correlated with both depressive and anxious tendency scores. At the same time, shyness and assertiveness/dominance only correlated with anxious tendencies. The only factor to be exclusively correlated to depressive tendencies was a high pleasure. Second, using multiple regression statistics it was found that scores in attention focusing and sensitivity could predict an individual’s tendency to develop both depressive and anxious tendencies, whereas discomfort and fear scores could predict an anxious tendency, and sadness was a predictor of childhood depressive tendency. Third, attention focusing, sadness, discomfort, anger, and fear were significant discriminators between the high depressive-anxious tendency group and the control group. Also, negative affect distinguished the high depressive tendency group from the control group. Finally, scores in assertiveness/dominance, discomfort, fear, and negative affect significantly differed between the high anxious tendency group and the control group.
As the results above, we suggest in school or clinical practice, the experts could use temperament questionnaires to differentiate between the childhood depressive and anxious problems. Also, parents could understand the child’s temperamental advantages and disadvantages in order to have the appropriate upbringing and in case of the problems emerge in the future.

目次
目次………………………………………………………………………………… Ⅰ
圖次、表次………………………………………………………………………… Ⅱ
第一章 緒論
第一節 研究動機與目的……………………………………………………… 1
第二節 研究問題……………………………………………………………… 7
第三節 名詞釋義……………………………………………………………… 9
第二章 文獻探討
第一節 氣質的定義…………………………………………………………… 13
第二節 兒童憂鬱疾患及焦慮疾患…………………………………………… 21
第三節 氣質與兒童憂鬱疾患、焦慮疾患之關聯…………………………… 29
第三章 研究方法
第一節 研究對象……………………………………………………………… 41
第二節 研究工具……………………………………………………………… 43
第三節 研究程序……………………………………………………………… 51
第四節 資料處理……………………………………………………………… 53
第四章 研究結果與討論
第一節 不同性別與年齡的兒童在氣質、憂鬱傾向、焦慮傾向之差異情形… 55
第二節 兒童氣質與憂鬱傾向、焦慮傾向之關聯……………………………… 61
第三節 憂鬱傾向、焦慮傾向與對照組之兒童在氣質上的差異……………… 65
第四節 討論 69
第五章 結論及建議……………………………………………………………… 81

參考文獻…………………………………………………………………………… 85
附錄一 研究邀請函暨同意書…………………………………………………… 101
附錄二 學齡期兒童氣質量表 (TMCQ)…………………………………………… 103
附錄三 學齡期兒童氣質量表建構效度………………………………………… 109
附錄四 學齡期兒童氣質量表同意使用之往來信件…………………………… 121
附錄五 學齡期兒童氣質量表修訂過程之往來信件…………………………… 123

圖次
圖2-11氣質系統的發展……………………………………………………………… 18


表次
表2-21 典型成人憂鬱症與兒童憂鬱症症狀比較表……………………………… 24
表3-11 樣本分佈一覽表…………………………………………………………… 42
表3-21 學齡期兒童量表題目分佈(原文版) ………………………………………… 47
表3-22 學齡期兒童氣質量表驗證性因素分析(CFA)後題目分佈………………… 49
表4-11 兒童性別、年級的在氣質分數之平均數、標準差…………………… 56
表4-12 兒童性別、年級與氣質分數之二因子變異數分析摘要表(略)…………… 58
表4-13 兒童性別、年級在氣質分數之之單純主要效果變異數分析摘要表……… 58
表4-14 兒童憂鬱傾向程度及焦慮傾向程度之人數……………………………… 59
表4-15 兒童性別、年級在憂鬱傾向及焦慮傾向分數之平均數、標準差………… 60
表4-16 兒童性別、年級在憂鬱傾向及焦慮傾向分數之二因子變異數分析摘要表……………………………………………………………………………
60
表4-21 兒童氣質和憂鬱傾向、焦慮傾向之相關(略)……………………………… 61
表4-22兒童氣質預測兒童憂鬱傾向之逐步多元迴歸分析摘要表………………… 62
表4-23兒童氣質預測兒童焦慮傾向之逐步多元迴歸分析摘要表………………… 63
表4-31 憂鬱傾向、焦慮傾向與對照組之兒童在氣質分數之平均數、標準差…… 66
表4-21 憂鬱傾向、焦慮傾向與對照組之兒童在氣質分數之變異數分析摘要表 67

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