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博碩士論文 etd-0724113-171602 詳細資訊
Title page for etd-0724113-171602
論文名稱
Title
中學生自我統合狀態與正向思考關係之研究
An Investigation of Secondary School Students’ Ego Identity and Positive Thinking
系所名稱
Department
畢業學年期
Year, semester
語文別
Language
學位類別
Degree
頁數
Number of pages
170
研究生
Author
指導教授
Advisor
召集委員
Convenor
口試委員
Advisory Committee
口試日期
Date of Exam
2013-07-30
繳交日期
Date of Submission
2013-08-24
關鍵字
Keywords
橫斷式研究法、正向思考、自我統合狀態、中學生、路徑分析
ego identity status, positive thinking, path analysis, cross-sectional approach, secondary school students
統計
Statistics
本論文已被瀏覽 5748 次,被下載 425
The thesis/dissertation has been browsed 5748 times, has been downloaded 425 times.
中文摘要
本研究旨在瞭解台灣中學生自我統合狀態與正向思考之情形,並比較不同背景變項中學生自我統合狀態與正向思考之差異性與關聯性。本研究以調查研究法為主,隨後再進行個別訪談以驗證量化研究之結果,研究樣本以分層隨機抽樣方式選取高雄市320位國中生、320位高中生、320位高職學生,共計960位學生為研究對象,有效問卷回收率達82%。所有參與學生填答「中學生自我統合狀態與正向思考問卷」藉以評量學生在自我統合狀態及正向思考情形;為了驗證量化資料之正確性,進一步選取5位在正向思考量表總分最高的學生進行事後個別訪談。所有量化資料以SPSS 19.0及AMOS18.0統計軟體進行描述性統計、獨立樣本t考驗、單因子變異數分析及路徑分析,並以主題內容歸納法分析質性訪談內容。

本研究主要發現如下:
一、 大多數中學生的自我統合狀態為「未定統合型」;大多數中學生的正向思考總分接近於平均值。
二、 女生在「未定統合型」及在正向思考「自信」向度的得分顯著高於男生。
三、 國中生在「早閉統合型」及「正向思考」得分顯著高於高中生及高職生。
四、 家庭氣氛非常和諧的中學生傾向「早閉統合型」,且其得分顯著高於家庭氣氛不和諧的中學生;家庭氣氛越和諧的中學生,其「正向思考」得分越高。
五、 同儕關係越好的中學生,其「正向思考」得分顯著高於同儕關係差的中學生。
六、 父親教養型態屬於民主權威型中學生的自我統合狀態傾向「早閉統合型」;其「正向思考」得分也顯著高於父親教養型態屬於忽視冷漠型的中學生。
七、 母親教養型態屬於民主權威型中學生的自我統合狀態傾向「早閉統合型」與「未定統合型」;其「正向思考」得分也顯著高於母親教養型態屬於忽視冷漠型的中學生。
八、 定向統合型與未定統合型狀態能夠直接預測正向思考。
九、 高正向思考的中學生其父母親教養型態多為「民主權威型」,具備和諧之家庭氣氛;自我統合狀態多傾向「未定統合型」。
Abstract
The purpose of this study was to explore the significant differences and the relationship on secondary school students’ ego identity and positive thinking. A total of 957 students from junior, senior and vocational high school were selected by stratified sampling. All participants completed the “Secondary School Students’ Identity Status and Positive Thinking Scale” to assess their types of ego identity and positive thinking. Moreover, 5 students with the highest total scores on positive thinking were recruited as target students for follow-up interviews to triangulate and elucidate the finding. Descriptive statistics, t-test, one-way ANOVA, and path analysis were conducted on the quantitative data. In addition, theme inductive analysis was used to analyze the interview data. Findings from the study were summarized as follows:

1. Most of secondary school students presented “identity moratorium”, and their scores on “positive thinking” appeared tending to the average.
2. Girls’ scores on “identity moratorium” and “positive thinking” were significantly higher than their boy counterparts.
3. Junior high school students tended to be “identity foreclosure”, and they presented significantly higher scores on “positive thinking” than these senior and vocational high school students.
4. Participants with more harmonious family atmosphere tended to be “identity foreclosure”, and they presented significantly higher scores on “positive thinking” than other groups.
5. Participants with better peer relationship had significantly higher scores on “positive thinking” than the other group students.
6. Students with authoritative paternal parenting tended to be “identity foreclosure”, and they presented significantly higher scores on “positive thinking” than other groups.
7. Students with authoritative maternal parenting tended to be “identity foreclosure” and “identity moratorium”, they also had significantly higher scores on “positive thinking” than their counterparts.
8. The status of “identity achievement” and “identity moratorium” significantly predicted students’ positive thinking.
9. Students with authoritative parenting, harmonious family atmosphere or “identity moratorium” tended to have high positive thinking scores.
目次 Table of Contents
論文審定書………………………………………………………………………….….i
謝誌……………………………………………………………………………...……..ii
中文摘要………………………………………………………………………….……iii
英文摘要………………………………………………………………………...……..v
第一章 緒論………………………………………………………………….…....1
第一節 研究背景與動機…………………………………………………......…1
第二節 研究目的……………………………………………………….....…….5
第三節 研究問題…………………………………………………….....…….…5
第四節 重要名詞釋義……………………………………………….....….……6
第二章 文獻探討……………………………………………………….….……...8
第一節 自我統合意涵與相關理論之發展………………………….....…….…8
第二節 青少年自我統合相關研究………………………………….….....…..20
第三節 正向思考理論與意涵…………………………………………......…..24
第四節 正向思考相關研究…………………………………………......……..31
第三章 研究設計與實施………………………………………………..….…….35
第一節 研究設計……………………………………………………........…...35
第二節 研究假設………………………………………………………......…..36
第三節 研究對象……………………………………………………….....…...37
第四節 研究工具…………………………………………………….....….…..40
第五節 實施程序…………………………………………………….....………61
第六節 資料處理與分析…………………………………….…….....………..64
第四章 研究結果與討論……………………………………………..……….….66
第一節 研究背景變項分析………………………………………......…….…..66
第二節 中學生自我統合狀態及正向思考之現況…………………........……...69
第三節 不同背景變項中學生在「自我統合狀態」之差異情形與討論..…......74
第四節 不同背景變項中學生在「正向思考」之差異情形與討論……........…89
第五節 中學生自我統合狀態與正向思考之預測關係……………….........….108
第五章 結論與建議…………………………………………………..……….....115
第一節 結論………………………………………………………......……..…115
第二節 研究建議…………………………………………………......……..…120
第三節 研究限制…………………………………………………......……..…125
參考文獻………………………………………………………………..…………..…127
一、 中文部份…………………………………………………………..........…..…127
二、 英文部份…………………………………………………………..........…..…132
附錄…………………………………………………………………….…………..…141
附錄一 預試問卷………………….…………………………………...........…..…141
附錄二 正式問卷…………………………….……………………...........………..149
附錄三 訪談大綱…………………………….……………………...........…..……157
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