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題名 自我統整.性別角色與Erikson心理社會發展關係之研究
作者 曾慧敏
貢獻者 翁淑緣
曾慧敏
日期 1985
上傳時間 6-Dec-2016 19:03:18 (UTC+8)
摘要 論文提要
本研究之目的在探討
一、大專學生在自我統整程度之差異
二、不同性別、自我統整程度者在Erikson心理社會發展之差異
三、不同性別角色者在Erikson心理社會發展之差界
四、不同青年階段在Erikson心理社會發展之差異
本研究之樣本為北、中、南九所大專院校學生899人(男456人，女433人)、及台北市三所國中、三所高中學生685人(男350人，女335人)。以「自我統整程度自評表」、「自我發展量表」 ( EPSI )，「性別角色量表」為測量工具，使用SPSS中x²檢定、x²事後比較，單因子變異數分析，二因子變異數分析，Scheffe ` 法多重比較法分析資料。
研究結果發現
一、大專學生自我統整程度之差異：性別間無顯著差異，不同年級間有顯著差異。
二、在 Erikson心理社會發展之差異
（一）大專學生
1.男生在「獨立自主」、「自動自發」顯著高於女生。
2.不同自我統整程度各組在「對人信賴」、「獨立自主」、「自動自發」、「勤奮努力」、「自我統整」有顯著差異，以自主定向組最好，尋求方向組最差。
3.不同性別角色組在六個階段均有顯著差異，不論男女，均以兩性化組最高，男性化組與女性化組次之，未分化組最低。
（二）不同青年階段
1.男生在「獨立自主」、「自動自發」、「勤奮努力」、「自我統整」顯著高於女生。
2.大專生在「獨立自主」、「勤奮努力」顯著高於高中生：在「獨立自主」、「自動自發」顯著高於國中生。高中生在「獨立自主」顯著高於國中生。國中生在「對人信賴」顯著高於高中生、大學生。
第一章 緒論1
第一節 研究動機1
第二節 研究問題與研究假設6
第三節 重要名詞釋義6
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自我統整的意義與內涵12
貳、Erikson人生八大發展階段17
第二節 自我統整之相關研究27
壹、自我統整的建構效度27
貳、與自我統整有關之研究變項36
叁、自我統整與Erikson心理社會發展38
第三節 性別角色之相關研究41
壹、性別角色及其發展41
貳、與性別角色有關之研究變項44
參、性別角色與Erikson心理社會發展46
第三章 研究方法51
第一節 研究對象51
第二節 測量工具52
第三節 實施過程55
第四節 統計分析56
第四章 研究結果與討論57
第一節 大專生自我統整程度人數分配與分析57
第二節 性別、自我統整程度在Erikson心理社會發展階段之差異與分析61
第三節 不同性別角色在Erikson心理社會發展階段之差異與分析69
第四節 不同青年階段在Erikson心理社會發展階段之差異與分析78
第五章 結論與建議85
第一節 結論85
第二節 建議87
參考書目91
附錄107
表目錄
表 2 - 1 Marcia自我統整分類標準32
表 3 - 1 樣本人數分佈情形51
表 4 - 1 不同性別在自我統整程度之人數分佈57
表 4 - 2 男女生自我統整程度之人數分佈58
表 4 - 3 不同年級在自我統整程度之卡方考驗59
表 4 - 4 不同年級在自我統整程度之事後考驗摘要60
表 4 - 5 不同性別、自我統整程度在Erikson心理社會發展階段之變異數分析摘要表62
表 4 - 6 大專生不同性別在Erikson心理社會發展階段之平均數、標準差63
表 4 - 7 不同自我統整在Erikson心理社會發展階段之平均數、標準差64
表 4 - 8 不同自我統整在Erikson心理社會發展階段之多重比較67
表 4 - 9 男生不同性別角色在Erikson心理社會發展階段之平均數、標準差70
表 4 - 10 女生不同性別角色在Erikson心理社會發展階段之平均數、標準差70
表 4 - 11 男生不同性別角色組別在Erikson心理社會發展階段之變異數分析摘要表71
表 4 - 12 男生不同性別角色組別在Erikson心理社會發展階段之多重比較72
表 4 - 13 女生不同性別角色組別在Erikson心理社會發展階段之變異數分析摘要表73
表 4 - 14 女生不同性別角色組別在Erikson心理社會發展階段之多重比較74
表 4 - 15 不同青年階段在Erikson心理社會發展階段之平均數、標準差79
表 4 - 16 不同性別、青年階段在Erikson心理社會發展階段之變異數分析摘要表80
表 4 - 17 不同青年階段在Erikson心理社會發展階段之多重比較81
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關聯 國立政治大學
教育研究所
碩士
73
資料類型 thesis
dc.contributor.advisor 翁淑緣
dc.contributor.author (Authors) 曾慧敏
dc.creator (作者) 曾慧敏zh_TW
dc.date (日期) 1985
dc.date.accessioned 6-Dec-2016 19:03:18 (UTC+8)-
dc.date.available 6-Dec-2016 19:03:18 (UTC+8)-
dc.date.issued (上傳時間) 6-Dec-2016 19:03:18 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/104612-
dc.description.abstract (摘要) 論文提要
本研究之目的在探討
一、大專學生在自我統整程度之差異
二、不同性別、自我統整程度者在Erikson心理社會發展之差異
三、不同性別角色者在Erikson心理社會發展之差界
四、不同青年階段在Erikson心理社會發展之差異
本研究之樣本為北、中、南九所大專院校學生899人(男456人，女433人)、及台北市三所國中、三所高中學生685人(男350人，女335人)。以「自我統整程度自評表」、「自我發展量表」 ( EPSI )，「性別角色量表」為測量工具，使用SPSS中x²檢定、x²事後比較，單因子變異數分析，二因子變異數分析，Scheffe ` 法多重比較法分析資料。
研究結果發現
一、大專學生自我統整程度之差異：性別間無顯著差異，不同年級間有顯著差異。
二、在 Erikson心理社會發展之差異
（一）大專學生
1.男生在「獨立自主」、「自動自發」顯著高於女生。
2.不同自我統整程度各組在「對人信賴」、「獨立自主」、「自動自發」、「勤奮努力」、「自我統整」有顯著差異，以自主定向組最好，尋求方向組最差。
3.不同性別角色組在六個階段均有顯著差異，不論男女，均以兩性化組最高，男性化組與女性化組次之，未分化組最低。
（二）不同青年階段
1.男生在「獨立自主」、「自動自發」、「勤奮努力」、「自我統整」顯著高於女生。
2.大專生在「獨立自主」、「勤奮努力」顯著高於高中生：在「獨立自主」、「自動自發」顯著高於國中生。高中生在「獨立自主」顯著高於國中生。國中生在「對人信賴」顯著高於高中生、大學生。
dc.description.abstract (摘要) 第一章 緒論1
第一節 研究動機1
第二節 研究問題與研究假設6
第三節 重要名詞釋義6
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自我統整的意義與內涵12
貳、Erikson人生八大發展階段17
第二節 自我統整之相關研究27
壹、自我統整的建構效度27
貳、與自我統整有關之研究變項36
叁、自我統整與Erikson心理社會發展38
第三節 性別角色之相關研究41
壹、性別角色及其發展41
貳、與性別角色有關之研究變項44
參、性別角色與Erikson心理社會發展46
第三章 研究方法51
第一節 研究對象51
第二節 測量工具52
第三節 實施過程55
第四節 統計分析56
第四章 研究結果與討論57
第一節 大專生自我統整程度人數分配與分析57
第二節 性別、自我統整程度在Erikson心理社會發展階段之差異與分析61
第三節 不同性別角色在Erikson心理社會發展階段之差異與分析69
第四節 不同青年階段在Erikson心理社會發展階段之差異與分析78
第五章 結論與建議85
第一節 結論85
第二節 建議87
參考書目91
附錄107
表目錄
表 2 - 1 Marcia自我統整分類標準32
表 3 - 1 樣本人數分佈情形51
表 4 - 1 不同性別在自我統整程度之人數分佈57
表 4 - 2 男女生自我統整程度之人數分佈58
表 4 - 3 不同年級在自我統整程度之卡方考驗59
表 4 - 4 不同年級在自我統整程度之事後考驗摘要60
表 4 - 5 不同性別、自我統整程度在Erikson心理社會發展階段之變異數分析摘要表62
表 4 - 6 大專生不同性別在Erikson心理社會發展階段之平均數、標準差63
表 4 - 7 不同自我統整在Erikson心理社會發展階段之平均數、標準差64
表 4 - 8 不同自我統整在Erikson心理社會發展階段之多重比較67
表 4 - 9 男生不同性別角色在Erikson心理社會發展階段之平均數、標準差70
表 4 - 10 女生不同性別角色在Erikson心理社會發展階段之平均數、標準差70
表 4 - 11 男生不同性別角色組別在Erikson心理社會發展階段之變異數分析摘要表71
表 4 - 12 男生不同性別角色組別在Erikson心理社會發展階段之多重比較72
表 4 - 13 女生不同性別角色組別在Erikson心理社會發展階段之變異數分析摘要表73
表 4 - 14 女生不同性別角色組別在Erikson心理社會發展階段之多重比較74
表 4 - 15 不同青年階段在Erikson心理社會發展階段之平均數、標準差79
表 4 - 16 不同性別、青年階段在Erikson心理社會發展階段之變異數分析摘要表80
表 4 - 17 不同青年階段在Erikson心理社會發展階段之多重比較81
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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) 73
dc.title (題名) 自我統整.性別角色與Erikson心理社會發展關係之研究zh_TW
dc.type (資料類型) thesis
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