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題名 影響大學生校園疏離感變項之研究 作者 顏若映 貢獻者 馬信行
顏若映日期 1988 上傳時間 4-五月-2016 14:35:16 (UTC+8) 摘要 論文提要內容: 參考文獻 參考書目 一、中文部分 井敏珠(民71)。我國大學生社團參與、人格特質及其相關因素之研究。國立政治大學教育研究所碩士論文(未出版)。 江南發(民71)。青少年自我統整與運思能力關係之研究。國立高雄師範學院教育研究所碩士論文。 沙亦群譯(R. V. Urick原著)(民75)。疏離感──個人問題?社會問題?台北:巨流。 汪履維(民70)。台北市國民中學學生價值觀念及其對學校疏離傾向的關係。國立師範大學教育研究所碩士論文(未出版) 何英奇(民74)。我國大學生次文化及其相關因素之研究。國立師範大學教育研究所博士論文。 何榮桂(民73)。項目分析的方法。測驗與輔導，66，1182-1186。 吳幼妃(民66)。我國大學生次級文化之調查分析。國立師範大學教育研究所碩士論文(未出版)。 林邦傑(民75)。統計方法的選擇及統計套裝程式的應用。台北:五南。 林義男(民71)。大學學生教育態度之研究──年級、性別與就讀科系之比較。輔導學報，5，1-15。 林義男(民72)。大學師生的非正式互動與學生學習成果的關係。輔導學報，6，125-1470 林義男(民74)。大學生對大學教學的滿意程度與學習成就的關係。輔導學報，8，1-18。 林義男(民75)。大學生對大學的向心力之研究。輔導學報，9，33-66。 李育錚(民69)。和大學生之學習行為有關的幾個環境與人格因素。國立台灣大學心理研究所碩士論文(未出版)。 李星謙(民75)。疏離感釋義。台中商專學報，18，71-83。 周甘逢(民74)。不同制握大學生社團參與度對行為適應之影響。教育學刊，6，159-221 馬立秦(民73)。社會學上疏離之研究。中國論壇，208，60-64;209，60-64。 馬立秦(民74)。這是一個公正的世界嗎。中國論壇，224，43-46。 翁淑緣(民73)。台灣北部大學生的價值觀念與生活型態之研究。教育與心理研究，7，95-117。 陳伯璋(民74)。潛在課程研究。台北:五南。 陳李綢(民72)。大專男女生自我統整程度與職業選擇、學習滿意度及父母養育方式之比較研究。教育心理學報，16，89-98。 陳奎熹(民69)。社會變遷中的師生關係。台灣教育，351，1-4。 陳奎熹(民71)。教育社會學。台北:三民。 陳密桃(民71)。大學師生需求的衝突及其對師生關係與學習行為的影響。教育學刊，4，125-171 陳壽昌(民63)。服務活動與健康。台北:幼獅。 曾慧敏(民74)。自我統整、性別角色與Erikson心理社會發展關係之研究。國立政治大學教育研究所碩士論文(未出版)。 黃淑芬(民71)。大學生自我統整與職業成熟及自我確認的關係。國立師範大學輔導研究所碩士論文(未出版)。 張來平(民74)。高中、高職學生內外制握與疏離感關係之比較研究。國立高雄師範學院教育研究所碩士論文(未出版)。 張保光(民74)。國民中學組織氣氛與學生疏離感之關係。國立台灣師範大學教育研究所碩士論文(未出版)。 張春興(民73)。青年的認同與迷失。台北:東華。 張春興(民74年5月15日、16日)。從當前大專青年心態談校園倫理。中國時報。 張春興、黃淑芬(民71)。大學教育環境與青年期自我統整形成關係的初步研究。師大教育心理學報，15，31-46。 楊極東(民65)。我國大學院校學生課外活動現況調查研究。台北:正中。 簡茂發(民75)。大學生適應問題及其相關因素之研究。師大教育研究所集刊，28，1-90。 二、英文部份 Anderson, B. 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國立政治大學
教育學系資料來源 http://thesis.lib.nccu.edu.tw/record/#B2002005724 資料類型 thesis dc.contributor.advisor 馬信行 zh_TW dc.contributor.author (作者) 顏若映 zh_TW dc.creator (作者) 顏若映 zh_TW dc.date (日期) 1988 en_US dc.date.accessioned 4-五月-2016 14:35:16 (UTC+8) - dc.date.available 4-五月-2016 14:35:16 (UTC+8) - dc.date.issued (上傳時間) 4-五月-2016 14:35:16 (UTC+8) - dc.identifier (其他 識別碼) B2002005724 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/90674 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description.abstract (摘要) 論文提要內容: zh_TW dc.description.tableofcontents 目錄 第一章 結論………1 第一節 研究動機與目的………1 第二節 研究問題、架構與限制………4 第三節 重要名詞詮釋………7 第二章 文獻探討………11 第一節 學生疏離感的概念與測量………11 第二節 學生校園疏離感的相關研究………22 第三節 大學師生非正式互動與學生校園疏離感的關係………31 第四節 自我統整程度和大學生校園疏離感的關係………35 第五節 社團參與程度與大學生校園疏離感的關係………43 第三章 研究的設計與實施………49 第一節 研究假設………49 第二節 研究樣本………50 第三節 研究工具………51 第四節 實施程序………55 第五節 統計處理………56 第四章 研究結果………59 第一節 不同組別大學生在校園疏離感上的差異………59 第二節 大學生自我統整與校園疏離感之關係………63 第三節 師生非正式互動與大學生校園疏離感之關係………70 第四節 大學生社團參與程度與校園疏離感之關係………102 第五節 對大學生校園疏離感之迴歸分析………115 第五章 結論與建議………123 第一節 結論與討論………123 第二節 建議………129 參考書目………133 附錄一 大學生「校園疏離感量表」之修訂………141 附錄二 大學生學校生活調查問卷………161 圖表目次 圖1 本研究之研究架構………5 表1 自我統整狀態表………39 表2 四種自我統整狀態之特質………40 表3 有效樣本人數分佈情形………50 表4 不同性別大學生在校園疏離感量表各層面及整體上得分之平均數、標準差及平均數差量之t考驗表………60 表5 不同年級大學生在校園疏離感量表各層面及整體上得分之平均數、標準差及平均數差量之t考驗表………61 表6 不同學校性質大學生在校園疏離感量表各層面及整體上得分之平均數、標準差及平均數差量之t考驗表………62 表7 不同自我統整各組受試在校園疏離感量表各層面及整體上得分之平均數及標準差………64 表8 不同性別受試在自我統整程度之卡方考驗………65 表9 不同年級受試在自我統整程度之卡方考驗………65 表10 不同自我統整各組在校園疏離感量表整體及各層面上得分的單因子變異數分析結果及以Scheff?法進行事後多重比較結果之摘要表………66 表11 不同性別、年級、學校性質大學生在「師生非正式互動數量」上得分之平均數、標準差及t值………70 表12 對大學師生非正式互動數量不同看法各組在校園疏離感量表上得分之平均數與標準差………71 表13 對師生非正式互動數量不同看法各組在校園疏離感量表整體各層面上得分的單因子變異數分析及以Scheff?法進行事後多重比較之摘要表………73 表14 不同年級、對師生非正式互動數量不同看法各組受試在校園疏離感量表上得分之各細格平均數………76 表15 不同性別、年級、師生非正式互動數量各組在校園疏離感量表整體上得分之變異數分析摘要表………77 表16 不同年級、師生非正式互動數量之各組受試在校園疏離感量表整體上的單純主要效果變異數分析摘要表………78 表17 不同性別、年級、師生非正式互動數量各組在「無力感」層面上得分之變異數分析摘要表………78 表18 不同年級、師生非正式互動數量之各組受試在「無力感」層面上的單純主要效果變異數分析摘要表………79 表19 不同性別、年級、師生非正式互動數量各組在「無意義感」層面上得分之變異數分析摘要表………80 表20 不同年級、師生非正式主動數量之各組受試在「無意義感」層面上的單純主要效果變異數分析摘要表………78 表21 不同性別、年級、師生非正式互動數量各組在「無規範感」層面上得分之變異數分析摘要表………81 表22 不同年級、師生非正式互動數量之各組受試在「無規範感」層面上的單純主要效果變異數分析摘要表………81 表23 不同性別、年級、師生非正式互動數量各組在「疏隔或孤立」層面上得分之變異數分析摘要表………82 表24 不同年級、師生非正式主動數量之各組受試在「疏隔或孤立」層面上的單純主要效果變異數分析摘要表………83 表25 不同性別、年級、師生非正式互動數量各組在「自我疏離」層面上得分之變異數分析摘要表………83 表26 不同年級、師生非正式互動數量之各組受試在「自我疏離」層面上的單純主要效果變異數分析摘要表………84 表27 不同性別、年級、師生非正式互動數量各組在「與同學疏離」層面上得分之變異數分析摘要表………85 表28 不同性別、年級、師生非正式互動數量各組在「與師長疏離」層面上得分之變異數分析摘要表………85 表29 不同性別、年級、師生非正式互動數量各組在「與課業及學校活動疏離」層面上得分之變異數分析摘要表………86 表30 不同年級、師生非正式互動數量之各組受試在「與課業及學校活動疏離」層面上的單純主要效果變異數分析摘要表………87 表31 不同性別、年級、師生非正式互動數量各組在「與學校組織、制度及一般設施疏離」層面上得分之變異數分析摘要表………87 表32 不同年級、師生非正式互動數量之各組受試在「與學校組織、制度及一般設施疏離」上的單純主要效果變異數分析摘要表………88 表33 不同性別、年級、學校性質大學生在「師生非正式主動品質」上得分之平均數、標準差及t值………89 表34 對師生非正式互動品質不同看法各組在校園疏離感量表上得分之平均數與標準差………90 表35 對師生非正式互動品質不同看法各組在校園疏離感量表整體及各層面上得分的單因子變異數分析結果及以Scheff?法進行事後多重比較結果之摘要表………91 表36 不同性別、年級、師生非正式互動品質各組在校園疏離感量表整體上得分之變異數分析摘要表………95 表37 不同性別、年級、師生非正式互動品質各組在「無力感」層面上得分之變異數分析摘要表………96 表38 不同性別、年級、師生非正式互動品質各組在「無意義感」層面上得分之變異數分析摘要表………97 表39 不同性別、年級、師生非正式互動品質各組在「無規範感」層面上得分之變異數分析摘要表………97 表40 不同性別、年級、師生非正式互動品質各組在「疏隔或孤立」層面上得分之變異數分析摘要表………98 表41 不同性別、年級、師生非正式互動品質各組在「自我疏離」層面上得分之變異數分析摘要表………99 表42 不同性別、年級、師生非正式主動品質各組在「與同學疏離」層面上得分之變異數分析摘要表………99 表43 不同性別、年級、師生非正式主動品質各組在「與師長疏離」層面上得分之變異數分析摘要表………100 表44 不同性別、年級、師生非正式互動品質各組在「與課業及學校活動疏離」層面上得分之變異數分析摘要表………101 表45 不同性別、年級、師生非正式互動品質各組在「與學校組織、制度及一般設施疏離」層面上得分之變異數分析摘要表………101 表46 不同性別、年級、學校性質大學生在「社團參與程度」上得分之平均數、標準差及t值………102 表47 不同社團參與程度各組在校園疏離感量表上得分之平均數與標準差………103 表48 不同社團參與程度各組在校園疏離感量表整體及各層面上得分之單因子變異數分析及以Scheff?法進行事後比較摘要表………105 表49 不同性別、年級、社團參與程度各組在校園疏離感量表整體上得分之變異數分析摘要表………108 表50 不同性別、年級、社團參與程度各組在「無力感」層面上得分之變異數分析摘要表………109 表51 不同性別、年級、社團參與程度各組在「無意義感」層面上得分之變異數分析摘要表………109 表52 不同性別、年級、社團參與程度各組在「無規範感」層面上得分之變異數分析摘要表………110 表53 不同性別、年級、社團參與程度各組在「疏隔或孤立」層面上得分之變異數分析摘要表………111 表54 不同性別、年級、社團參與程度各組在「自我疏離」層面上得分之變異數分析摘要表………111 表55 不同性別、年級、社團參與程度各組在「與同學疏離」層面上得分之變異數分析摘要表………112 表56 不同性別、年級、社團參與程度各組在「與師長疏離」層面上得分之變異數分析摘要表………113 表57 不同性別、年級各組在「與師長疏離」層面上的單純主要效果變異數分析摘要表………113 表58 不同性別、年級各組受試在「與師長疏離」層面上得分之細格人數及平均數………114 表59 不同性別、年級、社團參與程度各組在「與課業及學校活動疏離」層面上得分之變異數分析摘要表………114 表60 不同性別、年級、社團參與程度各組在「與學校組織、制度及一般設施疏離」層面上得分之變異數分析摘要表………115 表61 師生非正式互動數量、品質及社團參與程度之相關矩陣………116 表62 以學生性別、年級、學校性質、自我統整、社團參與程度、師生非正式互動數量及師生非正式互動品質預測大學生在校園疏離感量表上得分之逐步多元迴歸分析………117 zh_TW dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#B2002005724 en_US dc.title (題名) 影響大學生校園疏離感變項之研究 zh_TW dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 參考書目 一、中文部分 井敏珠(民71)。我國大學生社團參與、人格特質及其相關因素之研究。國立政治大學教育研究所碩士論文(未出版)。 江南發(民71)。青少年自我統整與運思能力關係之研究。國立高雄師範學院教育研究所碩士論文。 沙亦群譯(R. 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