| dc.contributor.advisor | 林邦傑 | zh_TW |
| dc.contributor.author (Authors) | 丁明潔 | zh_TW |
| dc.creator (作者) | 丁明潔 | zh_TW |
| dc.date (日期) | 2002 | en_US |
| dc.date.accessioned | 17-Sep-2009 14:55:22 (UTC+8) | - |
| dc.date.available | 17-Sep-2009 14:55:22 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-Sep-2009 14:55:22 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0089152021 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/32943 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 教育研究所 | zh_TW |
| dc.description (描述) | 89152021 | zh_TW |
| dc.description (描述) | 91 | zh_TW |
| dc.description.abstract (摘要) | 本研究旨在探討國中生樂觀/悲觀傾向、課業壓力評估、課業壓力因應方式與學校生活適應間之關係，以及個人背景變項在這幾個變項間之差異情形，最後並藉由結構方程模式的建立，試圖找出各變項間之相互影響關係。 為達成本研究之目的，首先蒐集相關文獻，加以研覽與分析，據之作為本研究架構的理論基礎。在實徵研究方面，以桃園縣公立國中一至三年級1224名男女學生為受試者，以修訂之「樂觀/悲觀量表」、「壓力評估量表」、「學校生活適應量表」及自編之「課業壓力因應量表」為研究工具，進行問卷調查。所得資料以因素分析、信度分析、描述統計分析、皮爾遜積差相關分析、t考驗、單因子變異數分析及SEM結構方程模式等統計方法加以處理。依分析結果發現：一、國中生之樂觀傾向偏低，悲觀傾向偏高；二、國中生之初級評估結果高而次級評估結果普通；三、國中生最常採取的課業壓力因應方式為「積極情緒焦點因應」，其次為「消極情緒焦點因應」、「積極問題焦點因應」，而最少使用的是「消極問題焦點因應」；四、國中生之學校生活適應情形普通，而在各向度的適應上，以同儕關係適應最佳，學習適應最差；五、國中生之性別在壓力評估、各種壓力因應方式、及多數學校生活適應(學習、同儕關係、師生關係及整體)有顯著差異存在；六、國中生之年級在樂觀/悲觀傾向、次級評估、多數因應方式(積極問題、消極問題、積極情緒)及多數學校生活適應(學習、師生關係、心理適應及整體)有顯著差異存在；七、在各變項間之影響關係上，根據研究者所建構之因果路徑模式圖得知，國中生之樂觀傾向與積極壓力因應方式會導致較佳的學校生活適應情形；國中生之悲觀傾向會透過消極壓力因應方式導致較差的學校生活適應情形；國中生之次級評估結果及樂觀傾向可以預測積極壓力因應方式的使用情形；國中生之次級評估結果及悲觀傾向可以預測消極壓力因應方式的使用情形；若進一步進行影響強弱之分析，則會發現悲觀對學校生活適應不具有預測力存在，而樂觀則對學校生活適應具有高度預測力；積極因應方式對學校生活適應的預測力大於消極因應方式；次級評估對選擇使用積極因應方式的預測力大於樂觀；但次級評估對選擇使用消極因應方式之預測力則小於悲觀。 | zh_TW |
| dc.description.abstract (摘要) | The purpose of this research is to discuss the relationship between junior high school students’ optimism/pessimism tendency, academic appraisal ways, academic coping ways, and school-life adjustment; and the differences between junior high school students’ gender and grade differences in these four variables; at last, to find out the influence relation between these variables by establishing a structural equation model. The subjects of this research are 1224 junior high school students in Tao-Yuan. The measures used in this research include: OPI, appraisal scale, academic coping scale, and school-life adjustment scale. And, the statistic methods used in this research include: factor analysis, item analysis, descriptive analysis, T-test, One-way ANOVA, Pearson product-moment correlation, and SEM etc. The findings are as follow:1.Junior high school students have median-low optimism tendency, median-high pessimism tendency, high primary appraisal, and median secondary appraisal.2.The frequency of each coping way that junior high school students use most is “positive emotional-focused coping”, then “negative emotional-focused coping”, “positive problem-focused coping”, and “negative problem-focused coping”.3.Junior high school students have median school-life adjustment, and in all parts of school-life adjustment, junior high school students have the greatest adjustment in “peer-relation” and the worst adjustment in “learning adjustment”.4.“Age” and “gender” have significant differences in most of the variables.5.High optimism tendency and positive coping strategy can affect junior high school students’ greater school-life adjustment, and pessimism tendency can only affect their school-life adjustment through negative coping ways; secondary appraisal and optimism tendency can be used to predict positive coping ways; secondary appraisal and pessimism tendency can be used to predict negative coping ways. Further analysis shows that positive coping ways have greater affection on school-life adjustment than negative coping ways; secondary appraisal has greater affection on positive coping ways than optimism and lower affection on negative coping ways than pessimism. | en_US |
| dc.description.tableofcontents | 目錄第一章 緒論 第一節 動機與目的﹒.................................1 第二節 研究問題....................................6 第三節 名詞解釋....................................7第二章 文獻探討 第一節 樂觀/悲觀之探討.............................9 第二節 壓力評估之探討.............................11 第三節 壓力因應之探討.............................15 第四節 學校生活適應之探討.........................19 第五節 樂觀/悲觀傾向與學校生活適應之關係..........20 第六節 壓力因應方式與學校生活適應之關係...........22 第七節 樂觀/悲觀傾向與壓力因應方式之關係..........23 第八節 壓力評估與壓力因應方式之關係...............24 第九節 樂觀/悲觀傾向、壓力評估與壓力因應之關係....26第三章 研究方法 第一節 研究架構...................................28 第二節 研究假設...................................29 第三節 研究樣本...................................30 第四節 研究工具....................................31 第五節 資料處理與統計分析方法......................55第四章 研究結果 第一節 國中生樂觀/悲觀傾向、壓力評估方式、課業壓力因應方式及學校生活適應之現況分析..................57 第二節 國中生樂觀/悲觀傾向、壓力評估方式、課業壓力因應方式與學校生活適應之相關分析.................62 第三節 國中生之背景變項在樂觀/悲觀傾向上之比較分析..71 第四節 國中生之背景變項在壓力評估方式上之比較分析...74 第五節 國中生之背景變項在課業壓力因應方式之比較分析.76 第六節 國中生之背景變項在學校生活適應上之比較分析...81 第七節 樂觀/悲觀傾向、壓力評估、壓力因應方式與學校生活適應間之因果路徑探索.........................88第五章 討論與建議 第一節 研究發現摘要與討論...........................95 第二節 建議.........................................111參考文獻 一、中文部分........................................119 二、英文部分........................................121 三、網路部分.........................................128附錄 附錄一 預試問卷.....................................129 附錄二 正式施測問卷.................................135 附錄三 桃園縣各鄉鎮市都市化程度分級表...............140 附錄四 結構方程模式之正式模式LISREL程式語法.........141 附錄五 結構方程模式之整體模式各項適配度考驗指標.....143表次表3-1 悲觀分量表之項目分析.......................................33表3-2 樂觀分量表之項目分析.......................................34表3-3 樂觀/悲觀量表之因素分析....................................35表3-4 壓力評估量表(初級評估)之項目分析...........................38表3-5 壓力評估量表(次級評估)之項目分析...........................39表3-6 壓力評估量表之因素分析.....................................39表3-7 課業壓力因應量表(積極問題焦點)之項目分析...................43表3-8 課業壓力因應量表(消極問題焦點)之項目分析...................43表3-9 課業壓力因應量表(積極情緒焦點)之項目分析....................44表3-10 課業壓力因應量表(消極情緒焦點)之項目分析...................44表3-11 課業壓力因應量表之因素分析.................................45表3-12 「課業壓力因應量表」各分量表間之相關.......................47表3-13 學校生活適應量表(學習適應)之項目分析.......................50表3-14 學校生活適應量表(對學校的態度)之項目分析...................50表3-15 學校生活適應量表(同儕關係)之項目分析.......................50表3-16 學校生活適應量表(師生關係)之項目分析.......................51表3-17 學校生活適應量表(心理適應)之項目分析.......................51表3-18 學校生活適應量表之因素分析.................................52表3-19「學校生活適應量表」各分量表與總量表間之相關................53表4-1 樂觀/悲觀量表中各分量表之平均數與標準差.....................58表4-2 國中生壓力評估方式得分之平均數與標準差......................59表4-3 國中生課業壓力因應方式得分之平均數與標準差..................60表4-4 國中生學校生活適應整體得分之平均數與標準差..................60表4-5 國中生學校生活適應各向度之平均數與標準差....................61表4-6 國中生樂觀/悲觀傾向與壓力評估方式之相關.....................62表4-7 國中生樂觀/悲觀傾向與課業壓力因應方式之相關.................64表4-8 國中生樂觀/悲觀傾向與學校生活適應之相關.....................66表4-9 國中生壓力評估方式與課業壓力因應方式之相關..................67表4-10 國中生課業壓力因應方式與學校生活適應之相關.................69表4-11 不同年級的受試者在樂觀傾向得分之變異數分析.................72表4-12 不同性別的受試者在樂觀傾向得分之平均數差異t考驗...........72表4-13 不同年級的受試者在悲觀傾向得分之變異數分析.................73表4-14 不同性別的受試者在悲觀傾向得分之平均數差異t考驗...........73表4-15 不同年級的受試者在初級評估得分之變異數分析.................74表4-16 不同性別的受試者在初級評估得分之平均數差異t考驗...........74表4-17 不同年級的受試者在次級評估得分之變異數分析.................75表4-18 不同性別的受試者在次級評估得分之平均數差異t考驗...........75表4-19 不同年級的受試者在積極問題焦點因應方式得分之變異數分析.... 76表4-20 不同性別受試者在積極問題焦點因應方式得分之平均數差異t考驗.77表4-21 不同年級的受試者在消極問題焦點因應方式得分之變異數分析.....78表4-22 不同性別受試者在消極問題焦點因應方式得分之平均數差異t考驗.78表4-23 不同年級的受試者在積極情緒焦點因應方式得分之變異數分析.....79表4-24 不同性別受試者在積極情緒焦點因應方式得分之平均數差異t考驗.79表4-25 不同年級的受試者在消極情緒焦點因應方式得分之變異數分析.....80表4-26 不同性別受試者在消極情緒焦點因應方式得分之平均數差異t考驗.80表4-27 不同年級的受試者在學習適應得分之變異數分析.................81表4-28 不同性別的受試者在學習適應得分之平均數差異t考驗...........82表4-29 不同年級的受試者在對學校的態度得分之變異數分析.............83表4-30 不同性別的受試者在對學校的態度得分之平均數差異t考驗.......83表4-31 不同年級的受試者在同儕關係得分之變異數分析.................84表4-32 不同性別的受試者在同儕關係得分之平均數差異t考驗...........84表4-33 不同年級的受試者在師生關係得分之變異數分析.................85表4-34 不同性別的受試者在師生關係得分之平均數差異t考驗...........85表4-35 不同年級的受試者在心理適應得分之變異數分析.................86表4-36 不同性別的受試者在心理適應得分之平均數差異t考驗...........86表4-37 不同年級的受試者在學校生活適應得分之變異數分析.............87表4-38 不同性別的受試者在學校生活適應得分之平均數差異t考驗.......87表4-39 整體模式適配度之各項考驗指標...............................92圖次圖3-1 本研究架構圖...............................................28圖4-1 初始模式的因果路徑.........................................89圖4-2 正式模式之因果路徑模式.....................................91 | zh_TW |
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| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0089152021 | en_US |
| dc.subject (關鍵詞) | 樂觀/悲觀傾向 | zh_TW |
| dc.subject (關鍵詞) | 課業壓力評估 | zh_TW |
| dc.subject (關鍵詞) | 課業壓力因應 | zh_TW |
| dc.subject (關鍵詞) | 學校生活適應 | zh_TW |
| dc.title (題名) | 國中生樂觀/悲觀傾向、課業壓力評估、課業壓力因應方式與學校生活適應之相關研究 | zh_TW |
| dc.type (資料類型) | thesis | en |
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