| dc.contributor.advisor | 林邦傑 | zh_TW |
| dc.contributor.author (Authors) | 張時雯 | zh_TW |
| dc.creator (作者) | 張時雯 | zh_TW |
| dc.date (日期) | 2002 | en_US |
| dc.date.accessioned | 17-Sep-2009 15:15:25 (UTC+8) | - |
| dc.date.available | 17-Sep-2009 15:15:25 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-Sep-2009 15:15:25 (UTC+8) | - |
| dc.identifier (Other Identifiers) | N2003000009 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/33081 | - |
| 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) | 90152025 | zh_TW |
| dc.description (描述) | 91 | zh_TW |
| dc.description.abstract (摘要) | 屬於社會認知層面的「自我效能概念」，是否也能應用在愛情領域當中呢？自我效能的增進，是否能夠使我們的戀愛關係品質更好呢？親密關係對於大學生而言，是其心理社會發展的關鍵；在戀愛關係裡，衝突的發生無法避免、又影響關係品質甚巨。因此，本研究以衝突情境作為焦點，探討自我效能概念應用於愛情領域的情形。本研究是以問卷調查法來進行，抽取國立政治大學大學部一到四年級、且目前有固定交往對象的大學生為樣本，共得有效問卷292份(男91，女201)。研究工具有：「一般性自我效能量表」、「衝突解決自我效能量表」、「衝突反應方式量表」、「關係滿意度量表」和「關係確定性量表」。使用之統計分析分法有：皮爾森積差相關、t考驗、單因子單變量變異數分析、單因子多變量變異數分析、Scheffe’事後考驗和路徑分析。研究結果如下：(一)一般性自我效能愈高的大學生，其衝突解決自我效能也愈高。(二)一般性自我效能、衝突解決自我效能愈高的大學生，皆傾向於採取表明、忠誠的衝突反應方式，而較少忽視、離開的衝突反應方式。(三)一般性自我效能、衝突解決自我效能愈高的大學生，其關係滿意度和關係確定性也愈高。(四)愈傾向採取表明、忠誠的衝突反應方式之大學生，其關係滿意度和關係確定性也愈佳；愈傾向採取忽視、離開的衝突反應方式之大學生，其關係滿意度和關係確定性愈不好。(五)一般性自我效能對於關係滿意度並沒有直接或間接的影響力。(六)衝突解決自我效能對於關係滿意度除了有直接影響力之外，也會透過表明、離開的衝突反應方式對關係滿意度產生間接影響。(七)一般性自我效能對於關係確定性的直接影響力是非常微弱的，且不會透過衝突反應方式產生間接影響。(八)衝突解決自我效能對於關係確定性除了有直接影響力之外，也會透過表明、離開的衝突反應方式對關係確定性產生間接影響。(九)不同年級的大學生在衝突解決自我效能、衝突反應方式、關係滿意度及關係確定性上，沒有顯著差異存在。只有在一般性自我效能上具有部份顯著差異，即大四學生之一般性自我效能顯著優於大三。(十)不同性別的大學生在一般性自我效能、衝突解決自我效能、關係滿意度及關係確定性上，沒有顯著差異存在。只有在衝突反應方式上具有部份顯著差異，即女生的表明、離開反應皆顯著多於男生；男生的忠誠反應則顯著多於女生。綜合以上結果可以發現：自我效能概念的確也可以被拿來在愛情領域中加以討論。尤其是個人的衝突解決自我效能，不但可以使自己有效處理衝突，還能夠使自己的戀愛關係品質更好。根據以上結果，研究者加以討論，並針對個人、學校輔導及未來研究方面提出若干建議以供參考。 | zh_TW |
| dc.description.tableofcontents | 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········································ 7第三節 研究範圍與限制········································ 9第四節 重要名詞釋義································· ········10第二章 文獻探討·············································13第一節 自我效能理論的涵義及相關研究·························13第二節 衝突反應方式與戀愛關係品質之間的關聯·················34第三節 自我效能、衝突反應方式、與戀愛關係品質之間的關聯·····45第四節 自我效能、衝突反應方式、戀愛關係品質在年級、性別上的差異·····························································51第三章 研究方法·············································55第一節 研究架構·············································55第二節 研究對象·············································56第三節 研究工具·············································57第四節 實施程序·············································65第五節 資料處理·············································66第四章 研究結果與討論·······································67第一節 本研究各變項間的相關情形·····························67第二節 大學生自我效能、衝突反應方式、與戀愛關係品質之徑路分析·······························································72第三節 各變項在年級、性別上的差異···························79第四節 討論·················································87第五章 結論與建議···········································99第一節 結論·················································99第二節 建議·················································100參考書目·····················································105中文部份·····················································105英文部份·····················································108附錄·························································113附錄一 大學生戀愛關係問卷···································113附錄二 一般性自我效能量表使用同意書·························119附錄三 衝突解決自我效能量表使用同意書·······················121附錄四 衝突反應方式量表使用同意書···························123附錄五 關係滿意度量表使用同意書·····························124附錄六 衝突反應方式量表之項目分析···························125附錄七 關係滿意度量表之項目分析·····························127附錄八 關係確定性量表之項目分析·····························128 | 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/#N2003000009 | en_US |
| dc.title (題名) | 大學生自我效能、衝突反應方式與戀愛關係品質之研究 | zh_TW |
| dc.type (資料類型) | thesis | en |
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