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研究生: 陳昭婧
Jau-Chian Chen
論文名稱: 大學生依附風格及其穩定性狀態、自我效能與生活困擾之關係研究 --以某一技職院校大學生為例
Attachment Styles, Stability Statuses of Attachment, Self-efficacy and Disturbance Levels among College Students of A Selected Institute of Technology
指導教授: 蔡順良
Tsai, Shung-Liang
學位類別: 碩士
Master
系所名稱: 教育心理與輔導學系
Department of Educational Psychology and Counseling
論文出版年: 2009
畢業學年度: 97
語文別: 中文
論文頁數: 185
中文關鍵詞: 依附風格依附型態依附類型依附傾向依附穩定性狀態重大生活事件自我效能
英文關鍵詞: attachment styles, attachment patterns, attachment types, attachment orientations, stability status of attachment, significant life events, self-efficacy
論文種類: 學術論文
相關次數: 點閱:308下載:62
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  • 本研究旨在探討大學生依附風格及其穩定性狀態、自我效能與生活困擾之關係。主要目的在了解大學生之依附類型及依附穩定性狀態、一般性自我效能和生活困擾的現況,並探討大學生對於所經歷的重要生活事件感受與其依附類型及依附穩定性狀態之間的關係,以及大學生之不同背景變項、依附風格、依附穩定性狀態、一般性自我效能與生活困擾之間的關係。

    本研究以台北縣某一技職院校753名大學生為研究對象,採問卷調查法進行資料蒐集。以「人際依附風格量表」、「一般性自我效能量表」與「柯氏憂鬱量表」,以及另為蒐集受試休學想法設計的勾選題,和針對重大生活事件感受設計的開放性問答所得資料進行卡方檢定、雙因子變異數分析和逐步迴歸等統計分析。茲將本研究的主要發現分述如下:

    一、大學生依附類型以不安全型所佔比例最高,安全型最少。

    二、依附類型維持穩定不變的學生比例高於發生變動的依附類型不穩定學生,比例大約為60%與40%。

    三、日間部學生在安全依附類型的比例上顯著大於進修部學生,進修部學生則是在模糊依附類型的比例上顯著大於日間部學生。

    四、大學生對於所經歷之重大生活事件的感受與其依附類型有關聯,與其依附穩定性狀態則是部分有關聯。

    五、不同性別大學生之一般性自我效能會因其依附穩定性狀態的不同而有顯著 差異。

    六、不同依附穩定性狀態之男女大學生在憂鬱傾向、自殺傾向、精神病傾向和有休學想法等生活困擾皆無顯著差異。

    七、安全依附傾向與焦慮依附傾向能有效預測大學生的一般性自我效能。

    八、焦慮依附傾向和一般性自我效能能有效預測大學生的憂鬱傾向。焦慮依附傾向能有效預測大學生的精神病傾向和自殺傾向。

    最後,研究者依據本研究結果提出具體建議,以應用在親職教育、大學諮商輔導工作與大學生自我成長上,並做為未來研究之參考。

    The study was to explore the relationships among college students’ attachment styles, stability statuses of attachment, self-efficacy and life disturbances. The major purpose of this study was to investigate the prevailing attachment styles, stability statuses of attachment, self-efficacy and life disturbances in college students, and to examine the relationship between feelings of college students towards undergoing significant life events and attachment styles, and stability statuses of attachment. In addition, the study was designed to probe the relationships among various background variables of college students, attachment styles, stability statuses of attachment, self-efficacy and life disturbances.
    The sample was composed of 753 undergraduate students of a selected institute of technology, all of them given the following surveys to collect data for this research: “Attachment Style Scale”,“General Self-Efficacy Scale”,“Ko-Depression Inventory”, a choice question for collecting suspension thinking of schooling, and open questions designed on feelings of college students towards undergoing significant life events during past half year. Data obtained in this study were analyzed by Chi-squire test, two-way analysis of variance (ANOVA) and multiple-step regression. The main findings were as follows:

    1.Among the three attachment types, insecure attachment ranked the highest while secure attachment ranked the lowest among all participants.

    2.The proportion of students maintaining stable attachment types was higher than the proportion of students undergoing changes in attachment types (about 60% to 40%).

    3.In terms of secure attachment type, the proportion of day school students was higher than that of students in night school. The ratio of students in night school was significantly higher than that of day school students in vague attachment type.

    4.Feelings of college students undergoing major life events were significantly associated with attachment types, but partially correlate with stability statuses of attachment.

    5.Significant differences existed between male and female college students with different stability statuses of attachment regarding the general self-efficacy.

    6.No significant differences existed between male and female college students with different stability statuses of attachment regarding life disturbances.

    7.Secure and preoccupied attachment orientation contributed to successfully predict the general self-efficacy of college students.

    8.Preoccupied attachment orientation and general self-efficacy contributed to successfully predict depression tendency of college students. Preoccupied attachment tendency contributed to successfully predict mental disorders and suicide tendency of college students.

    Based on the results and findings of this research, implications are discussed and suggestions are proposed for parents, counselors, college, students, and future researchers.

    中文摘要 英文摘要 第一章 緒論 第一節 研究動機與目的………………………………………………1 第二節 研究問題與假設………………………………………………5 第三節 名詞釋義………………………………………………………7 第二章 文獻探討 第一節 依附風格的理論基礎與相關研究……………………………13 第二節 依附變動與穩定性的理論基礎與相關研究…………………20 第三節 自我效能的理論基礎與相關研究……………………………25 第四節 大學生生活困擾與相關研究…………………………………33 第五節 依附、依附穩定性、自我效能與生活困擾之相關研究……37 第三章 研究方法 第一節 研究設計與架構………………………………………………43 第二節 研究對象………………………………………………………47 第三節 研究變項………………………………………………………49 第四節 研究工具………………………………………………………54 第五節 實施程序………………………………………………………62 第六節 資料處理………………………………………………………65 第四章 研究結果 第一節 大學生前後兩次依附型態及依附類型之變動與穩定性分析…………………………………………………………68 第二節 大學生對於重大生活事件感受與依附類型及依附穩定性狀態之關聯性分析………………………………………85 第三節 不同依附穩定性狀態的男女大學生在一般性自我效能與生活困擾上的差異性分析………………………………92 第四節 不同背景變項大學生的依附傾向與一般自我效能對生活困擾之迴歸分析結果 …………………………………104 第五章 討論 第一節 大學生前後兩次依附型態及依附類型之變動與穩定性的現況討論 ………………………………………………113 第二節 大學生對於重大生活事件感受與依附類型及依附穩定性狀態之關聯性結果討論 ………………………………119 第三節 不同依附穩定性狀態的男女大學生在一般性自我效能與生活困擾上的差異情形討論 …………………………122 第四節 不同背景變項大學生的依附傾向與一般自我效能對生活困擾之迴歸分析結果討論 ……………………………132 第六章 結論與建議 第一節 結論 …………………………………………………………137 第二節 建議 …………………………………………………………146 參考文獻………………………………………………………………154 附錄……………………………………………………………………175 表1-3-1 五種依附型態穩定性狀態 …………………………………………11 表3-2-1 研究對象不同人口變項下的次數與比例分配表 …………………48 表3-2-2 原研究對象所屬系別學群人數與有效問卷的人數對照 …………48 表3-3-1 九個依附型態穩定性類別組 ………………………………………51 表3-3-2 五種依附型態穩定性狀態 …………………………………………52 表3-4-1 編碼格式與範例 ……………………………………………………60 表4-1 變項間之相關矩陣 …………………………………………………69 表4-1-1 前後兩次依附型態的變動和穩定性在不同性別的人數暨百分比 72 表4-1-2 前後兩次依附型態的變動和穩定性在不同學部的人數暨百分比 73 表4-1-3 兩次依附類型之間的變動形成的依附穩定性類別組 ……………74 表4-1-4 不同性別的大學生在前後兩次依附類型之變動和穩定性的人數 、百分比暨卡方考驗結果摘要表 …………………………………75 表4-1-5 不同學部大學生在前後兩次依附類型之變動和穩定性的人數暨 百分比 ………………………………………………………………76 表4-1-6 前後兩次依附類型之間的變動和穩定性狀態之人數與百分比 …76 表4-1-7 依附穩定性狀態在性別與學部之人數與百分比例 ………………79 表4-1-8 各項變項間的關聯性 ………………………………………………84 表4-2-1 大學生家庭生活中之重大生活事件感受與其依附類型之間的人 數(百分比)暨卡方考驗結果摘要表 ……………………………86 表4-2-2 大學生學校生活中之重大生活事件感受與其依附類型之間的人 數(百分比)暨卡方考驗結果摘要表 ……………………………87 表4-2-3 大學生工作與社會生活中之重大生活事件感受與其依附類型之 間的人數(百分比)暨卡方考驗結果摘要表 ……………………87 表4-2-4 大學生家庭生活中之重大生活事件感受與其依附穩定性狀態之 間的人數(百分比)暨卡方考驗結果摘要表 ……………………88 表4-2-5 大學生學校生活中之重大生活事件感受與其依附穩定性狀態之 間的人數(百分比)暨卡方考驗結果摘要表 ……………………89 表4-2-6 大學生工作與社會生活中之重大生活事件感受與其依附穩定性 狀態之間的人數(百分比)暨卡方考驗結果摘要表 ……………90 表4-2-7 重大生活事件感受與依附類型和依附穩定性狀態之間的關聯性 91 表4-3-1 不同依附穩定性狀態之男女大學生在一般自我效能的平均分數 、標準差與百分比 …………………………………………………93 表4-3-2 不同依附穩定性狀態的男女大學生在一般自我效能之雙因子變異數分析摘要表 ………………………………………………………94 表4-3-3 不同依附穩定性狀態之男女大學生在一般自我效能的單純主要 效果變異數分析摘要表 ……………………………………………94 表4-3-4 不同依附穩定性狀態之男女大學生在憂鬱傾向的平均分數、標 準差與百分比 ………………………………………………………95 表4-3-5 不同依附穩定性狀態的男女大學生在憂鬱傾向之雙因子變異數 分析摘要表 …………………………………………………………96 表4-3-6 不同依附穩定性狀態下男女大學生在精神病傾向的平均分數和 標準差 ………………………………………………………………98 表4-3-7 不同依附穩定性狀態的男女大學生在精神病傾向之雙因子變異 數分析摘要表 ………………………………………………………99 表4-3-8 不同依附穩定性狀態之男女大學生在自殺傾向的平均分數和標 準差 …………………………………………………………………100 表4-3-9 不同依附穩定性狀態的男女大學生在自殺傾向之雙因子變異數 分析摘要表 …………………………………………………………101 表4-3-10 不同依附穩定性狀態下不同性別大學生在休學想法的平均分數 和標準差 ……………………………………………………………102 表4-3-11 不同依附穩定性狀態的男女大學生在休學想法之雙因子變異數 分析摘要表 …………………………………………………………103 表4-3-12 不同依附穩定性狀態的男女大學生在一般性自我效能和生活困 擾的差異比較結果摘要表 …………………………………………103 表4-4-1 大學生性別、學部、家庭經濟與依附傾向預測一般自我效能的 逐步迴歸分析摘要表 ………………………………………………105 表4-4-2 大學生性別、學部、家庭經濟、依附傾向與一般自我效能預測 憂鬱傾向的逐步迴歸分析摘要表 …………………………………106 表4-4-3 大學生性別、學部、家庭經濟、依附傾向與一般自我效能預測 精神病傾向的逐步迴歸分析摘要表 ………………………………107 表4-4-4 大學生性別、學部、家庭經濟、依附傾向與一般自我效能預測 自殺傾向的逐步迴歸分析摘要表 …………………………………108 表4-4-5 大學生性別、學部、家庭經濟、依附傾向與一般自我效能預測 休學想法的逐步迴歸分析摘要表 …………………………………109 圖1-3-1 依附風格雙模式…………………………………………………… 10 圖2-1-1 Bartholomew的四細格分類內在運作模式……………………… 19 圖3-1-1 研究架構一………………………………………………………… 45 圖3-1-2 研究架構二………………………………………………………… 46 圖3-3-1 依附穩定性狀態形成之流程圖…………………………………… 53 圖4-4-1 背景變項與依附傾向預測大學生一般性自我效能的逐步迴歸圖…………………………………… 110 圖4-4-2 背景變項、依附傾向與一般性自我效能預測大學生生活困擾的 逐步迴歸圖(β值)-- 達顯著預測者……………………………111 圖4-4-3 背景變項、依附傾向與一般性自我效能預測大學生生活困擾的 逐步迴歸圖(β值)--有實質意義之預測者…………………… 112

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