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題名 自我意識、自我坦露與寂寞感之關係研究
作者 陳麗婉
貢獻者 吳靜吉
陳麗婉
日期 1989
上傳時間 4-五月-2016 14:18:46 (UTC+8)
摘要 論文提要內容:
     本研究的主要目的在採討下列的關係:
     1.寂寞感是否因年級、性別不同而有所差異?
     2.自我意識和寂寞感的關係為何?不同自我意識程度者，其寂寞感是否不同?
     3.自我坦露與寂寞感有何關係?不同自我坦露對象，其寂寞感是否不同?
     4.父母溫湲、父母教育程度、自我意識、自我坦露與寂寞感有何關係?
     5.年級、性別、寂寞感與排遣時間方式的關係為何?
     本研究以大台北地區中學生和大學生為對象，研究工具包括(1)寂寞量表(2) 自我意識量表(3)自我坦露量表(4)父母溫暖量表(5)個人排遣時間方式量表。研究中主要使用的統計方法為：多變項變異數分析、變異數分析、Scheffe`法事後考驗、因徑分析等。
     研究結果如下:
     1.年級在寂寞感的兩個指標上有顯著差異，大學生比中學生寂寞無助，中學生比大學生缺乏友伴。
     2.性別在寂寞感的兩個指標上有顯著差具，男生比女生缺乏友伴、歸屬感也較弱。
     3.不同自我意識程度者在寂寞感的指標上有顯著差異。其中內在自我意識較低者，較缺乏友伴，二者皆隨年級增加而下降。公眾自我意識與寂寞感的關係，必須視公眾自我意識是否適宜而論。社會焦慮較高，其整體寂寞感較高，也比較寂寞無助。
     4.不同的自我坦露在寂寞感上有顯著差異。向父親、母親、男性朋友、女性朋友自我坦露較少者，大致上整體的寂寞程度較高；向老師自我坦露與寂寞感則無關。
     5.父母溫暖、自我意識、自我坦露與寂寞感指標，都各有其直接或間接的徑路關係存在。除此之外，更發現父親溫暖和向父親自我坦露二個變項，對寂寞感高低，有重大影響力。
     6.年級、性別、寂寞感在四種排遣時間式有顯著差異，在寂寞時大學生比中學生參加較多的藝文活動；男生比女生從事較多性刺激和驚險刺激活動，而女生比男生參加較多藝文和速食流行活動；此外寂寞感最高的人比寂寞感最低的人參加較多藝文活動。
     綜合以上結果，加以討論，並對教育及輔導工作提出若干建議。
參考文獻 參考文獻
     一、中文部份
     李美枝(民70):社會心理學。台北:大洋出版社。
     吳靜吉(民76):害羞．寂寞．愛。台北:遠流出版公司。
     吳靜吉、丁興祥、朱進財、王敬仁、張守泰(民69)教導心理學研究。台北:遠流出版公司。
     陳蜜桃(民76):兒童和青少年的寂寞及其相關因素之分析。未發表。
     張春興(民74):心理學。台北:東華書局。
     梁雲霞(民76):大學生自我統整、成就動機、性別角色與事業發展之相關研究。國立政治大學教育研究所碩士論文。
     黃德祥(民77):國中與國小班級中影響學生社會行為與社會關係之相關因素研究。國立政治大學教育研究所傅士論文。
     溫世頌(民72):教育心理學。台北:三民書局。
     楊牧貞(民69):自我揭露的揳形模式及其相關變項之探討。國立台灣大學心理研究所碩士論文。
     楊蕢芬(民76):刺激尋求動機與創造力、偏差行為之關係研究。
     國立政治大學教育研究所碩士論文。
     鍾思嘉(民78):青少年怎麼看自己。父母親月刊，第50期，第47-48頁。
     顏若映(民77):我國大學生校園疏離感之研究。國立政治大學教育研究所碩士論文。
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     Hays, R., &Dimattes, M.R. (1985) . Reliability, validity, and dimensionality of the UCLA loneliness scale. Paper presented at the Annual Meeting of the Western Psychological Association ( San Jose, CA, April 18, 1985). 17P.
     Hojat.M. (1982) .Loneliness as a function of selected personality variables.Journal of Clinical Psychology, 38 (1) , 137-141.
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     Hope.D.A. &Heimberg.R.G.(1988). Public and Private Self-Consciousness and social phobia. Journal of personality assessment, 54 (4) , 626-639.
     Horonitz,L.M. (1981). The prototype as a conceptual device for describing lonceliness. Paper presented at the Annual Convention of the American Psychologyical Association ( 89th, Los Angeles, CA, August 24-26, 1981), 15P.
     Inderbitzen, H.M., &Clark, M.L. (1981).The relationship between adolescent loneliness and perceptions of controllability and stability.Paper presented at the annual meeting of the southeastern Psychological Associaton, Orlando.
     Jenny de Jong-Gierveld and Jos Raadscrelders. (1982) .Types of loneliness.In Peplau, L.A., &Perlman, D. (eds) , Loneliness: A sourcebook of current theory, research and therapy ( PP.105-119 ) . New York: Wiley Interscience.
     Jourard, S.M (1971). Self-disclosure: An Experimental Analysis of the transparent self. John Wiley &Sons, Inc: New York.
     Jones, W.H. (1981) .Loneliness and social contact. Journal of Social Psychology, 113, 295-296.
     Jones, W.H., Freeman, J.A., &Goswick, R.A. The persistence of loneliness:self and other determinants. Journal of Personality, 49, 27-48.
     Jones, W.H. &Goswick, R.A. ( 1981 ) . Loneliness and Shyness: two longitudinal studies. Paper presented at the Annual Meeting of the Southwestern Psychological Association, Houston, TX, April 16-18.
     Jones, W.H., Hobbs, S.A., & Hockenbury, D. (1982).Loneliness and social skill deficits. Journal of Personality and Social Psychology, 42 (4),682-689.
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     Lee, G.R.,&Whitbeck, L.B., (1987) . Residential location and social relations among older persons. Rural Sociology, 52 (1) , 89-97.
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     Lopata, H.Z. (1969) Loneliness: Forms and components. Social Problems,17,248-26l.
     Loucks, S. (1980) The dimensions of lone 1oneliness: A psychological study of affect, self-conpect, and object-relations (Doctoral Dissertation,University of Tennessee, 1974).Dissertation, Abstracts International,35,302413 ).
     Luftig.R.L. (1985). The reality of children`s loneliness: the relationship between feelings of isolation, peer popularity and behavioral attributes.Paper presented at the Annual Meeting of the American Research Association, Chicago, IL.
     Marcoen, A., Brumagne, M., ( 1985 ) . Loneliness among children and young adolescents.Developrnental Psychology, 21 (6),25-31.
     Medora, N &Woodward, J.C., (1986) . Loneliness among adolescent college students at a midwestern university. Adolescence, 21 (82) , 391-402.
     Miller, L.C., Berg, J.H. &Archer, R.L (1983).Openers: Individuals who elicit intimate self-disclosure. Journal of Personality and Social Psychology, 44 (6), 1234-1244.
     Ostrov, E .&Offer (1978).Loneliness and the adolescent. Adolescent Psychiatry, 6,34-50.
     Paloutzian, R.F., &Ellison, C. W. Loneliness and spiritnal well-being as Functions of living environment and professional status in a adult women. Paper presented at the annual meeting of the Western Psychology Association, San Diego.
     Peplau, L.A., &Perlman, D. (1982). Loneliness: sourcebook of curvent theory, research and therapy. John Wiley &Sons: New York
     Peplau, L.A., Russell, D., &Heim, M. The experience of loneliness. In I.H.Frieze, D. Bar-Tal &J .S. Carroll (Eds.) New approach to social problems: Applications of attribution theory. San Francisco, Calif:Josssey-Bass, 1979.
     Riesman, D., Glazer, N., &Denny, R. (1961) . The lonely crowd: a study ofthe changing American character. New Heaven: Yale University Press.
     Rubenstein, C.M., &Shaver, P (1982).The experience of loneliness. In Peplan L.A., &Perlman, D. (Eds.) , Loneliness: a sourcebook of current theory, research and therapy. John Wiley &Sans: New York.
     Russell, D.W. (1982) The measurement of loneliness. In Peplau, L.A., &Perlman, D. ( Eds. ) , Loneliness: A sourcebook of current theory, and therapy. New York: Wiley-Interscience.
     Russell, D.W., Peplau, L.A., &Cutrona, C.E. ( 1980 ) The revised UCLA loneliness Scale: Concurrent and discriminant validity evidence. Journal
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     Russell, D.W., Peplau, L.A., &Ferguson, M.L. (1978) Developing a measure of loneliness.Journal of Personality Assessment, 42,290-294.
     Sadler, W.A., &Johnson, T.E. From loneliness to anomia. In J.Hartog, J.R.Andy, &Y.A. Choen (Eds.) The anatomy of loneliness. New York:International Universities Press.
     Schlenker, B.R., &Leary, M.R. (1982) . Social anxiety and self-presentation: A conceptualization and model. Psychology Bulletin, 92, 641-669.
     Scovel, M., &Rich, Alexander. (1982) .Social support• and depression among college students.Paper present at the Annual Convention of the American Psychological Association, Washington, DC.
     Sermat, V. (1978).Sources of loneliness. Essence, 2 (4),271-276.
     Sheila, G., (1981) .ADolescent loneliness. Paper presented at the Annual Conference of the Canadian Psychological Association, Toronto,Ontario, Canada.
     Sisenwein, R.I. (1964) Loneliness and the individual as Viewed by himself and others.doctoral dissertation, Columbia university.
     Solano, CH., Batten, P.G., &Parish, E.A. (1982) Loneliness and patterns of self-disclosure. Journal of Personality and Social Psychology, 43(3),524-531.
     Spitzberg B.H., (1981). Loneliness and Communication apprenhension.Paper presented at the Annual Metting of the Western Speech Communication Association, San Jose, CA.
     Sullivan, H.S., (1953). The interpersonal theory of psychiatry, New York: Norton, 1953.
     Supeieure.E.N., (1980) .On Boredom of secondary school students in Senogal. The Journal of Genetic Psychology, 137,267-274.
     Thoreau R.T. (1960). Walden; or Life in the Woods. New York: Norton.Weiss, R.S. (1973). Loneliness: The experience of emotional and social isolation. Cambridge, Mass: MIT Press.
     Williams, E.G., (1983).Adolescent loneliness. Adolescence, 13(69) , 51-66.
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描述 碩士
國立政治大學
新聞學系
資料來源 http://thesis.lib.nccu.edu.tw/record/#B2002005717
資料類型 thesis
dc.contributor.advisor 吳靜吉zh_TW
dc.contributor.author (作者) 陳麗婉zh_TW
dc.creator (作者) 陳麗婉zh_TW
dc.date (日期) 1989en_US
dc.date.accessioned 4-五月-2016 14:18:46 (UTC+8)-
dc.date.available 4-五月-2016 14:18:46 (UTC+8)-
dc.date.issued (上傳時間) 4-五月-2016 14:18:46 (UTC+8)-
dc.identifier (其他 識別碼) B2002005717en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/90367-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 新聞學系zh_TW
dc.description.abstract (摘要) 論文提要內容:
     本研究的主要目的在採討下列的關係:
     1.寂寞感是否因年級、性別不同而有所差異?
     2.自我意識和寂寞感的關係為何?不同自我意識程度者，其寂寞感是否不同?
     3.自我坦露與寂寞感有何關係?不同自我坦露對象，其寂寞感是否不同?
     4.父母溫湲、父母教育程度、自我意識、自我坦露與寂寞感有何關係?
     5.年級、性別、寂寞感與排遣時間方式的關係為何?
     本研究以大台北地區中學生和大學生為對象，研究工具包括(1)寂寞量表(2) 自我意識量表(3)自我坦露量表(4)父母溫暖量表(5)個人排遣時間方式量表。研究中主要使用的統計方法為：多變項變異數分析、變異數分析、Scheffe`法事後考驗、因徑分析等。
     研究結果如下:
     1.年級在寂寞感的兩個指標上有顯著差異，大學生比中學生寂寞無助，中學生比大學生缺乏友伴。
     2.性別在寂寞感的兩個指標上有顯著差具，男生比女生缺乏友伴、歸屬感也較弱。
     3.不同自我意識程度者在寂寞感的指標上有顯著差異。其中內在自我意識較低者，較缺乏友伴，二者皆隨年級增加而下降。公眾自我意識與寂寞感的關係，必須視公眾自我意識是否適宜而論。社會焦慮較高，其整體寂寞感較高，也比較寂寞無助。
     4.不同的自我坦露在寂寞感上有顯著差異。向父親、母親、男性朋友、女性朋友自我坦露較少者，大致上整體的寂寞程度較高；向老師自我坦露與寂寞感則無關。
     5.父母溫暖、自我意識、自我坦露與寂寞感指標，都各有其直接或間接的徑路關係存在。除此之外，更發現父親溫暖和向父親自我坦露二個變項，對寂寞感高低，有重大影響力。
     6.年級、性別、寂寞感在四種排遣時間式有顯著差異，在寂寞時大學生比中學生參加較多的藝文活動；男生比女生從事較多性刺激和驚險刺激活動，而女生比男生參加較多藝文和速食流行活動；此外寂寞感最高的人比寂寞感最低的人參加較多藝文活動。
     綜合以上結果，加以討論，並對教育及輔導工作提出若干建議。		zh_TW
dc.description.tableofcontents 目錄
     論文提要
     圖表目標
     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………6
     第三節 重要名詞定義………7
     第二章 文獻探討
     第一節 寂寞感的意義和分類………10
     第二節 寂寞感的測量………20
     第三節 寂寞感的理論基礎………23
     第四節 寂寞感的實證研究………32
     第五節 自我意識與寂寞感的關係………42
     第六節 自我坦露與寂寞感的關係………45
     第七節 寂寞感與排遣時間方式的關係………48
     第三章　研究方法
     第一節　研究對象………50
     第二節　研究工具………51
     第三節　實施程序………59
     第四節　統計處理………59
     第四章 研究結果
     第一節 年級、性別與寂寞感的關係………62
     第二節 年級、性別、自我意誠與寂寞感的關係………65
     第三節 年級、性別、自我坦露與寂寞感的關係………85
     第四節 父母親溫暖、自我意識、自我坦露與寂寞感的關係………111
     第五節 年級、性別、寂寞感與排遣時間方式的關係………116
     第五章 討論、結論與建議
     第一節 討論………123
     第二節　結論………133
     第三節　研究限制與建議………134
     附錄一　寂寞感量表之修訂………138
     附錄二　自我意識量表之修訂………160
     附錄三　自我坦露量表之修訂………181
     附錄四　寂寞感量表………206
     附錄五　自我意識量表………207
     附錄六　自我坦露量表………208
     附錄七　父母溫暖量表………209
     附錄八　排遣時間方式量表………210
     附錄九　個人基本資料調查………212
     附錄十　本研究所使用各變項之矩陣………213
     附錄十一　不同年級、性別者在本研究所使用之各變項上平均數、標準差及人數SC48………214
     參考文獻………215
     圖目錄
     圖2-1 青少年存在性寂寞感的理論模式………28
     圖2-2 青少年情緒性寂寞感的理論模式………28
     圖2-3 背少年心靈和社會性寂寞感的理論模式………29
     圖2-4 青少年寂寞感一般化系統理論………30
     圖2-5 寂寞感:自我坦露及先前變項之理論模式………47
     圖4-1 年級、內在自我意識對缺乏友伴的交互作用………70
     圖4-2 年級、公眾自我意識對寂寞感交互作用………74
     圖4-3 年級、公眾自我意識對寂寞感無助的交互作用………77
     圖4-4 年級、公眾自我意識對缺乏友伴的交互作用………79
     圖4-5 年級、性別、向父親自我坦露對寂寞感的交互作用………
     圖4-6 年級、性別、向父親自我坦露對缺乏友伴的交互作用………97
     圖4-7 年級、性別、向父親自我坦露對歸屬感弱的交互作用………99
     圖4-8 年級、性別、向女性朋友自我坦露對寂寞感的交五作用………106
     圖4-9 本研究重要項之假設徑路圖………111
     圖4-10 中學男之徑路圖(本圖只列出顯著徑路係數)………112
     圖4-11 中學女之徑路圖(本圖只列出顯著徑路係數)………113
     圖4-12 大學男之徑路圖(本圖只列出顯著徑路係數)………114
     圖4-13 大學女之徑路圖(本圖只列出顯著徑路係數)………115
     表目錄
     表2-1 寂寞感產生原因之因素分析………12
     表2-2 寂寞感經驗之因素分析………12
     表2-3 寂寞感的12種定義………14
     表2-4 單向量寂寞感的測量………21
     表2-5 多向量寂寞感的測量………22
     表2-6 寂寞感建立理論的八種方法比較………26
     表2-7 以不同量表不同樣本所做的寂寞感發展研究………34
     表2-8 寂寞感排遣方式的因素分析………48
     表3-1 本研究樣本與分佈表………50
     表3-2 寂寞感量表的內部一致性α係數………
     表3-3 自我意識量表的內部一致性α係數………54
     表3-4 不同自我坦露對象的內部一致性α係數………55
     表3-5 父母親溫暖之因素負荷量、共同性、特徵值與α係數………57
     表4-1 不同年級、性別的各組受試者在寂寞感得分的二因子變異數分析摘要表………62
     表4-2 不同年級、性別的各組受試者在三個寂寞感指標上得分之多變項異數分析摘要表………63
     表4-3 不同年級在三項寂寞感指標上的T考驗………64
     表4-4 不同性別在三項寂寞感指標上的T考驗………64
     表4-5 不同年級、性別、內在自我意識的各組受試者在寂寞感得分的三因子變異數分析摘要表………66
     表4-6 不同年級、性別、內在自我意識的各組受試者在三個寂寞感指標上得分之多變項異數分析摘要表………67
     表4-7 不同年級、內在自我意識的各組受試者在寂寞感三個指標上得分之平均數、標準差和人數………67
     表4-8 不同年級、內在自我意識的各組受試者在寂寞感無助上得分的二因子變異數分析………68
     表4-9 不同年級、內在自我意識的各組受試者在缺乏友伴上得分的二因子變異數分析………69
     表4-10 不同年級、內在自我意誠的各組受試者在缺乏友伴上的單純主要效果變異數分析摘要表………
     表4-11 不同年級、內在自我意識的各組受試者在歸屬感弱得分的二因子變異數分析………70
     表4-12 不同年級、性別、公眾自我意識的各組受試者在寂寞感得分的三因子變異數分析摘要表………72
     表4-13 不同年級、公眾自我意識的各組受試者在寂寞感上得分之平均數、標準差及人數………72
     表4-14 不同年級、公眾自我意識的各組受試者在寂寞感上的單純主要效果變異數分析摘要表………73
     表4-15 不同年級、性別、公眾自我意識的各組受試者在三個寂寞感指標上得分之多變項變異數分析摘要表………75
     表4-16 不同年級、公眾自我意識的各組受試者在寂寞感三個指標上得分之平均數、標準差及人數………75
     表4-17 不同年級、公眾自我意識的各組受試者在寂寞無助得分的二因子變異數分析………76
     表4-18 不同年級、公眾自我意識的各組受試者在寂寞無助上的單純主要效果變異數分析摘要表………77
     表4-19 不同年級、公眾自我意識的各組受試者在缺乏友伴上得分的二因子變異數分析………78
     表4-20 表4-49資料的事後多重比較………78
     表4-21 不同年級、公眾自我意識的各組受試者在缺乏友伴上的單純主要效果變異數分析摘要表………79
     表4-22 不同年級、公眾自我意識的各組受試者在歸屬感弱得分的二因子變異數分析………80
     表4-23 表4-22資料的事後多重比較………80
     表4-24 不同年級、性別、社會焦慮意識的各組受試者在寂寞感得分的三因子變異數分析摘要表………81
     表4-25 表4-24資料的事後多重比較………82
     表4-26 不同年級、性別、社會焦慮的各組受試者在三個寂寞感指標上得分之多變項變異數分析摘要表………82
     表4-27 不同社會焦慮者在寂寞感三指標上的平均數、標準差及人數………83
     表4-28 不同社會焦慮的各組受試者在寂寞無助上得分的單因子變異數分析………83
     表4-29 表4-28資料的事後多重比較………84
     表4-30 不同社會焦慮的各組受試者在缺乏友伴上得分的單因子變異數分析………84
     表4-31 不同社會焦慮的各組受試者在歸屬感弱上得分的單因子變異數分析………85
     表4-32 不同向母親自我坦露的各組受試者在寂寞感總量表及分量表上之平均數、標準差………86
     表4-33 不同年級、性別、向母親自我坦露的各組受試者在寂寞感得分的三因子變異數分析摘要表………86
     表4-34 表4-33資料的事後多重比較………87
     表4-35 不同年級、性別、向母親自我坦露的各組受試者在三個寂寞感指標上得分之多變項變異數分析摘要表………87
     表4-36 不同向母親自我坦露的各組受試者在寂寞無助上得分的單因子變異數分析………88
     表4-37 表4-36資料的事後多重比較………88
     表4-38 不同向母親自我坦露的各組受試者在缺乏友伴上得分的單因子變異數分析………89
     表4-39 表4-38資料的事後多重比較………89
     表4-40 不同向母親自我坦露的各組受試者在歸屬感弱上得分的單因子變異數分析………89
     表4-41 表4-40資料的事後多重比較………90
     表4-42 不同年級、性別、向父親自我坦露者在寂寞感(總量表)寂寞無助、缺乏友伴、歸屬感弱上的人數、平均數、標準差………90
     表4-43 不同年級、性別、向父親自我坦露的各組受試者在寂寞感得分的三因子變異數分析摘要表………91
     表4-44 不同年級、性別、向父親自我坦露的各組受試者在寂寞感上得分的單純單純主要效果的變異以分析摘要表………92
     表4-45 不同年級、性別、向父親自我坦露的各組受試者在三個寂寞感指標上得分之多變項變異數分析摘要表………94
     表4-46 不同年級、性別、向父親自我坦露的各組受試者在寂寞無助得分的三因子變異數分析………94
     表4-47 表4-46資料的事後多重比較………95
     表4-48 不同年級、性別、向父親自我坦露的各組受試者在缺乏友伴得分的三因子變異數分析………96
     表4-49 不同年級、性別、向父親自我坦露的各組受試者在缺乏友伴上得分的單純單純主要效果的變異數分析摘要表………96
     表4-50 不同年級、性別、向父親自我坦露的各組受試者在歸屬感弱得分的三因子變異數分析………98
     表4-51 不同年級、性別、向父親自我坦露的各組受試者在歸屬感上得分的單純單純主要效果的變異數分析摘要表………98
     表4-52 不同向男性朋友自我坦露的各組受試者在寂寞總量表及分量表上平均數、標準差、人數………100
     表4-53 不同年級、性別、向男性朋友自我坦露的各組受試者在寂寞感得分的三因子變異數分析摘要表………100
     表4-54 表4-53資料的事後多重比較………101
     表4-55 不同年級、性別、向男性朋友自我坦露的各組受試者在三個寂寞感指標上得分之多變項變異數分析摘要表………101
     表4-56 不同向男性朋友自我坦露的各組受試者在寂寞無助上得分的單因子變異數分析………102
     表4-57 表4-56資料的事後多重比較………102
     表4-58 不同向男性朋友自我坦露的各組受試者在缺乏友伴上得分的單因子變異數分析………102
     表4-59 表4-58資料的事後多重比較………103
     表4-60 不同向男性朋友自我坦露的各組受試者在歸屬感弱上得分的單因子變異數分析………103
     表4-61 不同年級、性別、向女性朋友自我坦露者在寂寞感、寂寞無助、缺乏友伴、歸屬感弱上的人數、平均數、標準差………104
     表4-62 不同年級、性別、向女性朋友自我坦露的各組受試者在寂寞感得分的三因子變異數分析摘要表………105
     表4-63 不同年級、性別、向女性朋友自我坦露的各組受試者在寂寞感上得分的單純單純多變項變異數分析摘要表………106
     表4-64 不同年級、性別、向女性朋友自我坦露的各組受試者在三個寂寞感上得分之多變項變其以分析摘要表………107
     表4-65 不同向女性朋友的各組受試者在寂寞無助上得分的單因子變異數分析………107
     表4-66 不同向女性朋友自我坦露的各組受試者在缺乏友伴上得分的單因子變異數分析………108
     表4-67 表4-66資料的事後多重比較………108
     表4-68 不同向女性朋友自我坦露的各組受試者在歸屬感弱上得分的單因子變異以分析………109
     表4-69 表4-68 資料的事後多重比較………109
     表4-70 不同年級、性別、向老師自我坦露的各組受試者在寂寞感得分的三因子變異數分析摘要表………110
     表4-71 不同年級、性別、自老師自我坦露的各組受試者在三個寂寞感指標上得分之多變項變異數分析摘要表………110
     表4-72 不同年級、性別、寂寞感的各組受試者在四種排遣時間方式指標上得分之多變項變異數分析摘要表………117
     表4-73 不同年級在四種排遣時間方式的T考驗………118
     表4-74 不同性別在四種排遣時間方式的T考驗………119
     表4-75 不同寂寞感各組受試者在四種排遣時間方式上得分的平均數、標準差及人數………119
     表4-76 不同寂寞感的各組受試者在性刺激活動上得分的單因子變異數分析………120
     表4-77 不同寂寞感的各組受試者在藝文活動上得分的單因子變異數分析………120
     表4-78 表4-77 資料的事後多重比較………121
     表4-79 不同寂寞感的各組受試者在驚險刺激活動上得分的單因子變異數分析………121
     表4-80 不同寂寞感的各組受試者在速食流行活動上得分的單因子變異數分析………122
     表5-1 年級、性別與寂寞感的關係………124
     表5-2 年級、性別、自我意識與寂寞感的關係………126
     表5-3 年級、性別、自我坦露與寂寞感的關係………128
     表5-4 本研究重要變項的徑路圖整理………131
     表5-5 年級、性別、寂寞感與四種排遣時間方式的關係………132		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#B2002005717en_US
dc.title (題名) 自我意識、自我坦露與寂寞感之關係研究zh_TW
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 參考文獻
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