大學生逆境經驗及其相關因素之研究

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題名	大學生逆境經驗及其相關因素之研究
作者	蔡雅如
貢獻者	吳靜吉蔡雅如
關鍵詞	樂觀調節焦點情緒調節逆境經驗恢復力創造力
日期	2004
上傳時間	17-九月-2009 15:09:12 (UTC+8)
摘要	本研究旨在探討大學生的樂觀、調節焦點、情緒調節、逆境經驗與恢復力、創造力之關係。以台灣地區公私立1033位大學生為研究對象，其中男生450位，女生583位。研究工具包括逆境感受量表、逆境因應量表、逆境意義建構量表、樂觀傾向量表、調節焦點量表、情緒調節量表、自我恢復力量表、創新行為量表、創造力自我效能量表。研究中使用單因子變異數分析、皮爾遜積差相關、多元迴歸分析、典型相關等統計方式進行資料之分析。研究發現陳述如下：一、大學生還算樂觀，同時具有求成與避敗的調節焦點，還算同意使用重新評估與沈著冷靜之策略以調節情緒，也有一點壓抑情緒的傾向，面臨逆境時還算符合徬徨無助、丟臉憤怒之感受，還算能用積極處理和調適轉移的策略因應逆境，也還算能從逆境中建構積極信念和領悟磨練之意義。二、樂觀與逆境感受(N=1033, r=-.320)呈顯著負相關，而與逆境因應(N=1033, r=.558)、意義建構(N=1033, r=.572)呈顯著正相關。三、調節焦點的求成取向與逆境因應(N=1033, r=.316)及意義建構(N=1033, r=.400)呈顯著正相關；避敗取向與逆境感受(N=1033, r=.266)、逆境因應中的消極處理(N=1033, r=.193)呈顯著正相關。四、情緒調節的重新評估與逆境因應(N=1033, r=.339)、意義建構(N=1033, r=.407)呈顯著正相關；壓抑與逆境因應中的消極處理(N=1033, r=.118)呈顯著正相關；沉著冷靜與逆境感受(N=1033, r=-.168)呈顯著負相關，與逆境因應(N=1033, r=.430)及意義建構(N=1033, r=.428)呈顯著正相關。五、逆境感受與恢復力(N=1033, r=-.255)、創新行為(N=1033, r=-.156)、創造力自我效能(N=1033, r=-.184)呈顯著負相關；逆境因應與恢復力(N=1033, r=.327)、創新行為(N=1033, r=.366)、創造力自我效能(N=1033, r=.362)呈顯著正相關；逆境意義建構與恢復力(N=1033, r=.338)、創新行為(N=1033, r=.314)、創造力自我效能(N=1033, r=.306)呈顯著正相關。六、樂觀中的正向結果預期和勇於面對挫折、求成取向的調節焦點、沈著冷靜的情緒調節與調適轉移的逆境因應策略對恢復力有正向預測力，而避敗取向的調節焦點與徬徨無助的逆境感受對恢復力有負向預測力；勇於面對挫折、求成取向、沈著冷靜與積極處理的因應策略對創新行為有正向預測力，而避敗取向與徬徨無助對創新行為有負向預測力；正向結果預期、勇於面對挫折、求成取向、沈著冷靜與積極處理對創造力自我效能有正向預測力，而避敗取向與徬徨無助對創造力自我效能有負向預測力。最後根據本研究結果對教學與輔導實務及未來研究提出建議。
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描述	碩士國立政治大學教育研究所 91152041 93
資料來源	http://thesis.lib.nccu.edu.tw/record/#G0911520412
資料類型	thesis

dc.contributor.advisor	吳靜吉	zh_TW
dc.contributor.author (作者)	蔡雅如	zh_TW
dc.creator (作者)	蔡雅如	zh_TW
dc.date (日期)	2004	en_US
dc.date.accessioned	17-九月-2009 15:09:12 (UTC+8)	-
dc.date.available	17-九月-2009 15:09:12 (UTC+8)	-
dc.date.issued (上傳時間)	17-九月-2009 15:09:12 (UTC+8)	-
dc.identifier (其他識別碼)	G0911520412	en_US
dc.identifier.uri (URI)	https://nccur.lib.nccu.edu.tw/handle/140.119/33039	-
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)	91152041	zh_TW
dc.description (描述)	93	zh_TW
dc.description.abstract (摘要)	本研究旨在探討大學生的樂觀、調節焦點、情緒調節、逆境經驗與恢復力、創造力之關係。以台灣地區公私立1033位大學生為研究對象，其中男生450位，女生583位。研究工具包括逆境感受量表、逆境因應量表、逆境意義建構量表、樂觀傾向量表、調節焦點量表、情緒調節量表、自我恢復力量表、創新行為量表、創造力自我效能量表。研究中使用單因子變異數分析、皮爾遜積差相關、多元迴歸分析、典型相關等統計方式進行資料之分析。研究發現陳述如下：一、大學生還算樂觀，同時具有求成與避敗的調節焦點，還算同意使用重新評估與沈著冷靜之策略以調節情緒，也有一點壓抑情緒的傾向，面臨逆境時還算符合徬徨無助、丟臉憤怒之感受，還算能用積極處理和調適轉移的策略因應逆境，也還算能從逆境中建構積極信念和領悟磨練之意義。二、樂觀與逆境感受(N=1033, r=-.320)呈顯著負相關，而與逆境因應(N=1033, r=.558)、意義建構(N=1033, r=.572)呈顯著正相關。三、調節焦點的求成取向與逆境因應(N=1033, r=.316)及意義建構(N=1033, r=.400)呈顯著正相關；避敗取向與逆境感受(N=1033, r=.266)、逆境因應中的消極處理(N=1033, r=.193)呈顯著正相關。四、情緒調節的重新評估與逆境因應(N=1033, r=.339)、意義建構(N=1033, r=.407)呈顯著正相關；壓抑與逆境因應中的消極處理(N=1033, r=.118)呈顯著正相關；沉著冷靜與逆境感受(N=1033, r=-.168)呈顯著負相關，與逆境因應(N=1033, r=.430)及意義建構(N=1033, r=.428)呈顯著正相關。五、逆境感受與恢復力(N=1033, r=-.255)、創新行為(N=1033, r=-.156)、創造力自我效能(N=1033, r=-.184)呈顯著負相關；逆境因應與恢復力(N=1033, r=.327)、創新行為(N=1033, r=.366)、創造力自我效能(N=1033, r=.362)呈顯著正相關；逆境意義建構與恢復力(N=1033, r=.338)、創新行為(N=1033, r=.314)、創造力自我效能(N=1033, r=.306)呈顯著正相關。六、樂觀中的正向結果預期和勇於面對挫折、求成取向的調節焦點、沈著冷靜的情緒調節與調適轉移的逆境因應策略對恢復力有正向預測力，而避敗取向的調節焦點與徬徨無助的逆境感受對恢復力有負向預測力；勇於面對挫折、求成取向、沈著冷靜與積極處理的因應策略對創新行為有正向預測力，而避敗取向與徬徨無助對創新行為有負向預測力；正向結果預期、勇於面對挫折、求成取向、沈著冷靜與積極處理對創造力自我效能有正向預測力，而避敗取向與徬徨無助對創造力自我效能有負向預測力。最後根據本研究結果對教學與輔導實務及未來研究提出建議。	zh_TW
dc.description.tableofcontents	第一章緒論第一節研究動機與目的………………………………………… 1 第二節研究問題………………………………………………… 8 第三節主要名詞解釋…………………………………………… 10 第二章文獻探討第一節逆境經驗的概念………………………………………… 13 第二節逆境經驗的理論………………………………………… 19 第三節逆境經驗的測量………………………………………… 37 第四節逆境經驗相關研究……………………………………… 45 第五節有效因應逆境經驗措施………………………………… 54 第六節樂觀、調節焦點、情緒調節與逆境經驗之關係……… 58 第七節逆境經驗與恢復力、創造力之關係…………………… 66 第三章研究方法第一節研究架構………………………………………………… 71 第二節研究假設………………………………………………… 73 第三節研究樣本………………………………………………… 76 第四節研究工具………………………………………………… 79 第五節實施程序………………………………………………… 102 第六節資料處理………………………………………………… 103 第四章研究結果第一節□j學生樂觀、調節焦點、情緒調節、逆境經驗與恢復力、創造力之現況…………………………………………………………… 105 第二節□人口變項在逆境經驗上的差異情形……………… 110 第三節□樂觀、調節焦點、情緒調節、逆境經驗與恢復力、創造力之關係… 122 第四節□樂觀、調節焦點、情緒調節、逆境經驗對恢復力、創新行為與創造力自我效能的迴歸分析…………………………………… 133 第五節樂觀、調節焦點、情緒調節、逆境經驗與恢復力、創造力的典型相關分析………………………………………………………… 137 第五章討論、結論與建議第一節□Q論……………………………………………………… 141 第二節□祭蛂K…………………………………………………… 159 第三節□媊部K…………………………………………………… 163 參考文獻中文部分…………………………………………………………… 171 西文部分…………………………………………………………… 173 附錄附錄一：逆境經驗量表的建立…………………………………… 189 附錄二：人口變項在樂觀、調節焦點、情緒調節、恢復力及創造力差異情形… 209 附錄三：逆境經驗開放問卷…………………………………… 219 附錄四：預試問卷………………………………………………… 220 附錄五：正式問卷………………………………………………… 226 附錄六：各變項之相關係數表…………………………………… 232	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/#G0911520412	en_US
dc.subject (關鍵詞)	樂觀	zh_TW
dc.subject (關鍵詞)	調節焦點	zh_TW
dc.subject (關鍵詞)	情緒調節	zh_TW
dc.subject (關鍵詞)	逆境經驗	zh_TW
dc.subject (關鍵詞)	恢復力	zh_TW
dc.subject (關鍵詞)	創造力	zh_TW
dc.title (題名)	大學生逆境經驗及其相關因素之研究	zh_TW
dc.type (資料類型)	thesis	en
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