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研究生: 廖小雯
Hsiao-Wen Liao
論文名稱: 成年初顯期年輕人的自我認同狀態、自我定義記憶與心理幸福感之關係探討
指導教授: 程景琳
Cheng, Ching-Ling
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: 173
中文關鍵詞: 成年初顯期自我認同狀態自我定義記憶意義賦予解釋歷程心理幸福感
英文關鍵詞: emerging adulthood, identity status, self-defining memory, meaning-making, redemption sequences, contamination sequence, psychological well-being
論文種類: 學術論文
相關次數: 點閱:370下載:115
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  • 本研究主要目的在探討成年初顯期年輕人的自我認同狀態與心理幸福感之間的關係,同時結合自我認同狀態取向以及敘事的分析取向進一步探討成年初顯期年輕人從過去重要經驗中所形成的自我定義記憶與其自我認同狀態、心理幸福感之間的關係。本研究之研究對象為114位成年初顯期階段年輕人,其中男性14位,女性100位,平均年齡為20.6歲。本研究的研究工具包含「自我認同狀態量表」、「心理幸福感量表」和「自我定義記憶問卷」。其中「自我定義記憶問卷」之內容分析向度為「意義賦予評分」以及「解釋歷程評分」。本研究有以下四點主要的發現:

    一、 成年初顯期年輕人自我認同狀態與心理幸福感有顯著的相關。
    1. 認同達成狀態與整體心理幸福感以及「自主性」、「環境掌控」、「個人成長」、「正向人際關係」、「生活目的」和「自我接納」六個心理幸福感向度有顯著的正相關。
    2. 認同尋求狀態與整體心理幸福感以及「自主性」、「環境掌控」、「生活目的」和「自我接納」四個心理幸福感向度有顯著的負相關。
    3. 認同混淆狀態與整體心理幸福感以及「自主性」、「環境掌控」、「個人成長」、「正向人際關係」、「生活目的」和「自我接納」六個心理幸福感向度有顯著的負相關。
    4. 認同早閉狀態與整體心理幸福感以及「個人成長」向度的心理幸福感有顯著的負相關。

    二、 成年初顯期年輕人的自我認同狀態與自我定義記憶中的解釋歷程有顯著的相關。
    1. 成年初顯期年輕人的認同達成狀態與自我定義記憶中的「負向化歷程」有顯著的負相關,且認同達成狀態與自我定義記憶中的「積極化歷程」有顯著的正相關。
    2. 成年初顯期年輕人的認同混淆狀態與自我定義記憶中的「負向化歷程」有顯著的正相關。
    三、 成年初顯期年輕人自我定義記憶中的解釋歷程與心理幸福感有顯著的相關。
    1. 成年初顯期年輕人自我定義記憶中的「負向化歷程」與整體心理幸福感,以及「自主性」、「個人成長」、「正向人際關係」、「生活目的」和「自我接納」五個心理幸福感向度有顯著的負相關。
    2. 成年初顯期年輕人自我定義記憶中的「積極化歷程」與整體心理幸福感,以及「自主性」、「環境掌控、」「個人成長」、「正向人際關係」、「生活目的」和「自我接納」六個心理幸福感向度有顯著的正相關。
    四、 成年初顯期年輕人自我定義記憶中的解釋歷程對自我認同狀態與心理幸福感之間關係有中介效果。
    1. 成年初顯期年輕人自我定義記憶中的「負向化歷程」分別對認同達成狀態與心理幸福感、認同混淆狀態與心理幸福感之間關係有中介效果。
    2. 成年初顯期年輕人自我定義記憶中的「積極化歷程」對認同達成狀態與心理幸福感之間關係有中介效果。

    The purpose of the study was to examine the relationships among emerging adults’ identity statuses, self-defining memories and psychological well-being. The Extended Objective Measure of Ego Identity Status, the Self-Defining Memory Questionnaire, and the Scales of Psychological Well-Being were administered to 114 emerging adults (14 males and 100 females). The Self-Defining Memory Questionnaire was to collect a turning-point narrative, which was coded for the sophistication of meaning-making, redemption sequences, and the contamination sequence to assess the emerging adults’ interpretation of past events. Four major findings were as follows:
    First, the scores of the identity achievement status were positively correlated with all six subscales and the composite measure of psychological well-being. The scores of the identity diffusion status were negatively correlated with all six subscales and the composite measure of psychological well-being. The scores of the identity moratorium status were negatively correlated with four of the six subscales (autonomy, environmental mastery, purpose of life, and self-acceptance) and the composite measure of psychological well-being. The scores of the identity foreclosure status were negatively correlated with the subscale of purpose of life and the composite measure of psychological well-being. Second, the scores of the identity achievement status were positively correlated with the redemption sequences of the turning-point narratives, and negatively correlated with the contamination sequence. The scores of the identity diffusion status were positively correlated with the contamination sequence of the turning-point narratives. Third, redemption sequences of the turning-point narratives were positively correlated with all six subscales and the composite measure of psychological well-being. The contamination sequence of the turning-point narratives was negatively correlated with five of the six subscales (autonomy, purpose of life, positive relationship with others, purpose of life, and self-acceptance) and the composite measure of psychological well-being. Finally, the redemption and the contamination sequences of the turning-point narratives respectively mediated the relationships between the achievement status and the psychological well-being. The contamination of the turning-point narratives mediated the relationships between the diffusion status and the psychological well-being. Research limitations and possible implications for future research were also discussed in the study.

    目錄 第一章 緒論……………………………………………………………………1 第一節 研究動機與目的………………………………………………………1 第二節 名詞釋義………………………………………………………………6 第二章 文獻探討………………………………………………………………9 第一節 成年初顯期與相關研究………………………………………………9 第二節 自我認同發展理論與相關研究………………………………………16 第三節 自我定義記憶與相關研究……………………………………………29 第四節 目前研究………………………………………………………………39 第五節 研究問題與假設………………………………………………………41 第三章 研究方法………………………………………………………………48 第一節 研究架構………………………………………………………………48 第二節 研究參與者……………………………………………………………49 第三節 研究工具………………………………………………………………51 第四節 實施程序………………………………………………………………68 第五節 資料處理………………………………………………………………68 第四章 結果……………………………………………………………………70 第一節 成年初顯期年輕人的自我認同狀態、心理幸福感與自我定義記憶之描述統計……………………………………………………………………………71 第二節 成年初顯期年輕人的自我認同狀態、心理幸福感與自我定義記憶之相關分析……………………………………………………………………………78 第三節 成年初顯期年輕人自我定義記憶對自我認同狀態與心理幸福感之中介效果分析…………………………………………………………………………87 第四節 成年初顯期年輕人自我定義記憶對自我認同狀態與心理幸福感之調節效果分析…………………………………………………………………………93 第五章 討論………………………………………………………………………97 第一節 成年初顯期年輕人在自我認同狀態、自我定義記憶與心理幸福感的表現情形……………………………………………………………………………97 第二節 成年初顯期年輕人自我認同狀態與心理幸福感的相關情形探討…100 第三節 成年初顯期年輕人的自我認同狀態、自我定義記憶與心理幸福感之間的相關情形探討…………………………………………………………………103 第四節 成年初顯期年輕人自我定義記憶對其自我認同狀態與心理幸福感關係之作用探討………………………………………………………………………110 第六章 結論與建議……………………………………………………………113 第一節 結論……………………………………………………………………113 第二節 研究限制與貢獻………………………………………………………116 第三節 未來研究建議…………………………………………………………117 參考文獻…………………………………………………………………………121 附錄………………………………………………………………………………133 附錄一 「自我認同狀態量表」原作者使用同意函………………………133 附錄二 「自我認同狀態量表」原修訂者使用同意函……………………134 附錄三 「自我認同狀態量表」之項目分析摘要表………………………135 附錄四 「自我認同狀態量表」正式量表內容……………………………137 附錄五 「心理幸福感量表」使用同意函…………………………………144 附錄六 「心理幸福感量表」項目分析摘要表……………………………145 附錄七 「心理幸福感量表」正式量表內容………………………………148 附錄八 「自我定義記憶」問卷……………………………………………152 附錄九 「意義賦予評分系統」原作者使用同意函………………………154 附錄十 「意義賦予評分系統」……………………………………………155 附錄十一 「解釋歷程評分準則」原作者使用同意函……………………162 附錄十二 「解釋歷程評分準則」…………………………………………163 附錄十三 共同評分者同意度計算公式……………………………………171 附錄十四 招募研究參與者宣傳單…………………………………………172 附錄十五 中介效果模式圖…………………………………………………173 表目錄 表3-1 正式樣本人數分配表……………………………………………………50 表3-2「自我認同狀態量表」各分量表信度……………………………………54 表3-3「自我認同狀態量表」之因素分析結果摘要……………………………54 表3-4自我認同狀態各分量表之相關矩陣………………………………………55 表3-5「心理幸福感」正式量表內容題號………………………………………59 表3-6「心理幸福感量表」信效度研究樣本之學校、年級、性別分佈概況…60 表3-7「心理幸福感量表」各分量表信度………………………………………60 表3-8「心理幸福感量表」各量表之間的相關矩陣……………………………61 表3-9「心理幸福感量表」整體模式適配度摘表………………………………61 表4-1成年初顯期年輕人在自我認同狀態量表得分之描述統計………………71 表4-2成年初顯期年輕人在心理幸福感量表之描述統計………………………73 表4-3成年初顯期年輕人自我定義記憶問卷之描述統計………………………73 表4-4成年初顯期年輕人自我定義記憶問卷各分析向度之次數分配…………74 表4-5轉折時刻自我定義記憶評分實例…………………………………………75 表4-6自我認同狀態和心理幸福感的相關矩陣…………………………………78 表4-7自我認同狀態和自我定義記憶的相關矩陣………………………………82 表4-8自我定義記憶和心理幸福感的相關矩陣…………………………………85 表4-9自我定義記憶的意義賦予、負向化歷程與積極化歷程之相關矩陣……86 表4-10成年初顯期年輕人的「意義賦予」對自我認同狀態與心理幸福感間之中介效果摘要表……………………………………………………………………88 表4-11成年初顯期年輕人的「負向化歷程」對自我認同狀態與心理幸福感間的中介效果摘要表…………………………………………………………………89 表4-12成年初顯期年輕人的「積極化歷程」對自我認同狀態與心理幸福感間的中介效果摘要表…………………………………………………………………91 表4-13成年初顯期年輕人的「意義賦予」對自我認同狀態與心理幸福感的調節效果摘要表………………………………………………………………………94 表4-14成年初顯期年輕人的「負向化歷程」對自我認同狀態與心理幸福感的調節效果摘要表……………………………………………………………………95 表4-15成年初顯期年輕人的「積極化歷程」對自我認同狀態與心理幸福感的調節效果摘要表……………………………………………………………………96 圖目錄 圖3-1研究架構……………………………………………………………………48 圖3-2「心理幸福感量表」之驗證性因素分析建構圖…………………………62

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