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題名 靑少年自我統整與心理特質關係之研究
作者 林清財
貢獻者 呂勝瑛
林清財
日期 1984
上傳時間 6-十二月-2016 19:02:37 (UTC+8)
摘要 論文提要
本研究的主要目的，在探討青少年自我統整與心理特質的關係。
本研究樣本取自臺北市三所國中和三所高中學生685名（男生350名，女生335名），研究工具為「自我發展量表」、「自尊量表」、「簡式內外控量表」、「焦慮量表」及「工作與家庭取向量表」等。
研究的重要發現為：一、自我統整的發展狀況：(一) 在性別方面：男生的活潑自主、自動自發、勤奮勞力、自我統整和自我統整總分顯著地比女生高；女生的對人信賴顯著地比男生高。(二)在年級方面：高中生的活潑自主和自動自發顯著地比國中生高。二、心理特質的發展狀況：(一)在性別方面：男生的自尊顯著地比女生高，女生的焦慮和工作取向顯著地比男生高。(二)在年級方面：高中生的自尊、外控信念、工作精熟程度、工作取向與競爭性顯著地比國中生高。三、自我統整程度不同者的心理特質差異狀況：自我統整程度愈高者，其自尊愈高、焦慮愈低、內控信念愈高、工作精熟程度和工作取向也愈高。
論文提要 壹
謝辭 叁
第一章 緒論1
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5
第四節 研究方法與步驟8
第二章 理論基礎與文獻探討9
第一節 Erikson心理社會發展理論9
壹 Erikson的生平簡介10
貳 Erikson心理社會理論與Freud心理分析理論之比較13
叁 Erikson自我統整的意義與特點17
肆 Erikson人生發展八大階段20
第二節 自我統整與心理特質的實證研究36
壹 自我統整概念的建構效度研究及其在性別和年齡或年級上的差異36
貳 自我統整與自尊的關係52
叁 自我統整與焦慮的關係55
肆 自我統整與內外控的關係60
伍 自我統整與成就動機的關係65
第三章 研究方法71
第一節 研究對象71
第二節 研究工具73
第三節 實施過程80
第四節 資料處理80
第四章 研究結果83
第一節 自我統整的差異83
第二節 心理特質的差異90
第三節 自我統整與心理特質的關係96
第四節 自我統整的廻歸分析107
第五章 結果討論111
第一節 自我統整差異的分析111
第二節 心理特質差異的分析113
第三節 自我統整程度不同在心理特質上差異的分析119
第四節 自我統整的預測123
第五節 本研究的限制124
第六章 結論與建議125
第一節 結論125
第二節 建議 126
參考書目133
附錄153
附錄一 自我發展量表153
附錄二 自尊量表156
附錄三 簡式內外控量表157
附錄四 焦慮量表159
附錄五 工作與家庭取向量表161
附錄六 答案紙164
附錄七 個人基本資料165
圖表目錄
圖錄
圖 2 ～ 1 古典心理分析與心理分析自我心理學的比較15
圖 4 ～ 1 各組受試自動自發得分的比較86
表錄
表 2 ～ 1 Erikson的心理社會發展階段表21
表 3 ～ 1 樣本人數分布情形72
表 4 ～ 1 各組受試自我統整得分之平均數與標準差84
表 4 ～ 2 各組受試對人信賴得分之變異數分析摘要表85
表 4 ～ 3 各組受試活潑自主得分之變異數分析摘要表85
表 4 ～ 4 各組受試自動自發得分之變異數分析摘要表86
表 4 ～ 5 各組受試自動自發得分單純主要效果之變異數分析摘要表87
表 4 ～ 6 各組受試勤奮努力得分之變異數分析摘要表88
表 4 ～ 7 各組受試自我統整得分之變異數分析摘要表88
表 4 ～ 8 各組受試友愛親密得分之變異數分析摘要表89
表 4 ～ 9 各組受試自我統整總分之變異數分析摘要表90
表 4 ～ 10 各組受試心理特質得分之平均數與標準差91
表 4 ～ 11 各組受試自尊得分之變異數分析摘要表 92
表 4 ～ 12 各組受試焦慮得分之變異數分析摘要表92
表 4 ～ 13 各組受試內外控得分之變異數分析摘要表93
表 4 ～ 14 各組受試工作精熟程度得分之變異數分析摘要表94
表 4 ～ 15 各組受試工作取向得分之變異數分析摘要表94
表 4 ～ 16 各組受試競爭性得分之變異數分析摘要表95
表 4 ～ 17 各組受試個人不在意得分之變異數分析摘要表96
表 4 ～ 18 各組受試心理特質得分之平均數與標準差97
表 4 ～ 19 各組受試自尊得分之變異數分析摘要表97
表 4 ～ 20 表4 ～ 19資料的多重比較97
表 4 ～ 21 各組受試焦慮得分之變異數分析摘要表98
表 4 ～ 22 表4 ～ 21資料的多重比較98
表 4 ～ 23 各組受試內外控得分之變異數分析摘要表99
表 4 ～ 24 表4 ～ 23資料的多重比較99
表 4 ～ 25 各組受試工作精熟程度得分之變異數分析摘要表99
表 4 ～ 26 表4 ～ 25資料的多重比較100
表 4 ～ 27 各組受試工作取向得分之變異數分析摘要表100
表 4 ～ 28 表4 ～ 27資料的多重比較101
表 4 ～ 29 各組受試競爭性得分之變異數分析摘要表101
表 4 ～ 30 各組受試個人不在意得分之變異數分析摘要表102
表 4 ～ 31 各組受試心理特質得分之平均數與標準差102
表 4 ～ 32 各組受試自尊得分之變異數分析摘要表103
表 4 ～ 33 表4 ～ 32資料的多重比較103
表 4 ～ 34 各組受試焦慮得分之變異數分析摘要表103
表 4 ～ 35 表4 ～ 34資料的多重比較104
表 4 ～ 36 各組受試內外控得分之變異數分析摘要表104
表 4 ～ 37 表4 ～ 36資料的多重比較105
表 4 ～ 38 各組受試工作精熟程度得分之變異數分析摘要表105
表 4 ～ 39 表4 ～ 38資料的多重比較105
表 4 ～ 40 各組受試工作取向得分之變異數分析摘要表106
表 4 ～ 41 表4 ～ 40資料的多重比較106
表 4 ～ 42 各組受試競爭性得分之變異數分析摘要表107
表 4 ～ 43 各組受試個人不在意得分之變異數分析摘要表107
表 4 ～ 44 男生自我統整預測的逐步廻歸分析結果108
表 4 ～ 45 女生自我統整預測的逐步廻歸分析結果109
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關聯 國立政治大學
教育研究所
碩士
72
資料類型 thesis
dc.contributor.advisor 呂勝瑛
dc.contributor.author (作者) 林清財
dc.creator (作者) 林清財zh_TW
dc.date (日期) 1984
dc.date.accessioned 6-十二月-2016 19:02:37 (UTC+8)-
dc.date.available 6-十二月-2016 19:02:37 (UTC+8)-
dc.date.issued (上傳時間) 6-十二月-2016 19:02:37 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/104602-
dc.description.abstract (摘要) 論文提要
本研究的主要目的，在探討青少年自我統整與心理特質的關係。
本研究樣本取自臺北市三所國中和三所高中學生685名（男生350名，女生335名），研究工具為「自我發展量表」、「自尊量表」、「簡式內外控量表」、「焦慮量表」及「工作與家庭取向量表」等。
研究的重要發現為：一、自我統整的發展狀況：(一) 在性別方面：男生的活潑自主、自動自發、勤奮勞力、自我統整和自我統整總分顯著地比女生高；女生的對人信賴顯著地比男生高。(二)在年級方面：高中生的活潑自主和自動自發顯著地比國中生高。二、心理特質的發展狀況：(一)在性別方面：男生的自尊顯著地比女生高，女生的焦慮和工作取向顯著地比男生高。(二)在年級方面：高中生的自尊、外控信念、工作精熟程度、工作取向與競爭性顯著地比國中生高。三、自我統整程度不同者的心理特質差異狀況：自我統整程度愈高者，其自尊愈高、焦慮愈低、內控信念愈高、工作精熟程度和工作取向也愈高。
dc.description.abstract (摘要) 論文提要 壹
謝辭 叁
第一章 緒論1
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5
第四節 研究方法與步驟8
第二章 理論基礎與文獻探討9
第一節 Erikson心理社會發展理論9
壹 Erikson的生平簡介10
貳 Erikson心理社會理論與Freud心理分析理論之比較13
叁 Erikson自我統整的意義與特點17
肆 Erikson人生發展八大階段20
第二節 自我統整與心理特質的實證研究36
壹 自我統整概念的建構效度研究及其在性別和年齡或年級上的差異36
貳 自我統整與自尊的關係52
叁 自我統整與焦慮的關係55
肆 自我統整與內外控的關係60
伍 自我統整與成就動機的關係65
第三章 研究方法71
第一節 研究對象71
第二節 研究工具73
第三節 實施過程80
第四節 資料處理80
第四章 研究結果83
第一節 自我統整的差異83
第二節 心理特質的差異90
第三節 自我統整與心理特質的關係96
第四節 自我統整的廻歸分析107
第五章 結果討論111
第一節 自我統整差異的分析111
第二節 心理特質差異的分析113
第三節 自我統整程度不同在心理特質上差異的分析119
第四節 自我統整的預測123
第五節 本研究的限制124
第六章 結論與建議125
第一節 結論125
第二節 建議 126
參考書目133
附錄153
附錄一 自我發展量表153
附錄二 自尊量表156
附錄三 簡式內外控量表157
附錄四 焦慮量表159
附錄五 工作與家庭取向量表161
附錄六 答案紙164
附錄七 個人基本資料165
圖表目錄
圖錄
圖 2 ～ 1 古典心理分析與心理分析自我心理學的比較15
圖 4 ～ 1 各組受試自動自發得分的比較86
表錄
表 2 ～ 1 Erikson的心理社會發展階段表21
表 3 ～ 1 樣本人數分布情形72
表 4 ～ 1 各組受試自我統整得分之平均數與標準差84
表 4 ～ 2 各組受試對人信賴得分之變異數分析摘要表85
表 4 ～ 3 各組受試活潑自主得分之變異數分析摘要表85
表 4 ～ 4 各組受試自動自發得分之變異數分析摘要表86
表 4 ～ 5 各組受試自動自發得分單純主要效果之變異數分析摘要表87
表 4 ～ 6 各組受試勤奮努力得分之變異數分析摘要表88
表 4 ～ 7 各組受試自我統整得分之變異數分析摘要表88
表 4 ～ 8 各組受試友愛親密得分之變異數分析摘要表89
表 4 ～ 9 各組受試自我統整總分之變異數分析摘要表90
表 4 ～ 10 各組受試心理特質得分之平均數與標準差91
表 4 ～ 11 各組受試自尊得分之變異數分析摘要表 92
表 4 ～ 12 各組受試焦慮得分之變異數分析摘要表92
表 4 ～ 13 各組受試內外控得分之變異數分析摘要表93
表 4 ～ 14 各組受試工作精熟程度得分之變異數分析摘要表94
表 4 ～ 15 各組受試工作取向得分之變異數分析摘要表94
表 4 ～ 16 各組受試競爭性得分之變異數分析摘要表95
表 4 ～ 17 各組受試個人不在意得分之變異數分析摘要表96
表 4 ～ 18 各組受試心理特質得分之平均數與標準差97
表 4 ～ 19 各組受試自尊得分之變異數分析摘要表97
表 4 ～ 20 表4 ～ 19資料的多重比較97
表 4 ～ 21 各組受試焦慮得分之變異數分析摘要表98
表 4 ～ 22 表4 ～ 21資料的多重比較98
表 4 ～ 23 各組受試內外控得分之變異數分析摘要表99
表 4 ～ 24 表4 ～ 23資料的多重比較99
表 4 ～ 25 各組受試工作精熟程度得分之變異數分析摘要表99
表 4 ～ 26 表4 ～ 25資料的多重比較100
表 4 ～ 27 各組受試工作取向得分之變異數分析摘要表100
表 4 ～ 28 表4 ～ 27資料的多重比較101
表 4 ～ 29 各組受試競爭性得分之變異數分析摘要表101
表 4 ～ 30 各組受試個人不在意得分之變異數分析摘要表102
表 4 ～ 31 各組受試心理特質得分之平均數與標準差102
表 4 ～ 32 各組受試自尊得分之變異數分析摘要表103
表 4 ～ 33 表4 ～ 32資料的多重比較103
表 4 ～ 34 各組受試焦慮得分之變異數分析摘要表103
表 4 ～ 35 表4 ～ 34資料的多重比較104
表 4 ～ 36 各組受試內外控得分之變異數分析摘要表104
表 4 ～ 37 表4 ～ 36資料的多重比較105
表 4 ～ 38 各組受試工作精熟程度得分之變異數分析摘要表105
表 4 ～ 39 表4 ～ 38資料的多重比較105
表 4 ～ 40 各組受試工作取向得分之變異數分析摘要表106
表 4 ～ 41 表4 ～ 40資料的多重比較106
表 4 ～ 42 各組受試競爭性得分之變異數分析摘要表107
表 4 ～ 43 各組受試個人不在意得分之變異數分析摘要表107
表 4 ～ 44 男生自我統整預測的逐步廻歸分析結果108
表 4 ～ 45 女生自我統整預測的逐步廻歸分析結果109
dc.format.extent 115 bytes-
dc.format.mimetype text/html-
dc.relation (關聯) 國立政治大學
dc.relation (關聯) 教育研究所
dc.relation (關聯) 碩士
dc.relation (關聯) 72
dc.title (題名) 靑少年自我統整與心理特質關係之研究zh_TW
dc.type (資料類型) thesis
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二、西文部分：
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