| dc.contributor.advisor | 余民寧 | zh_TW |
| dc.contributor.advisor | Yu, Min Ning | en_US |
| dc.contributor.author (Authors) | 楊晴如 | zh_TW |
| dc.contributor.author (Authors) | Yang, Ching Ju | en_US |
| dc.creator (作者) | 楊晴如 | zh_TW |
| dc.creator (作者) | Yang, Ching Ju | en_US |
| dc.date (日期) | 2008 | en_US |
| dc.date.accessioned | 19-Sep-2009 12:41:32 (UTC+8) | - |
| dc.date.available | 19-Sep-2009 12:41:32 (UTC+8) | - |
| dc.date.issued (上傳時間) | 19-Sep-2009 12:41:32 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0096152015 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/37204 | - |
| 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) | 96152015 | zh_TW |
| dc.description (描述) | 97 | zh_TW |
| dc.description.abstract (摘要) | 在急速變遷與多元渾沌的現今，如何轉化複雜且遽增的壓力以提升個體本身的幸福感實屬一重要的議題。本研究主要目的在建立生活壓力、解釋風格與情緒幸福感的結構方程式模型，藉以探討之間的影響關係，進而瞭解解釋風格在這關係中所扮演的中介效果。 本研究以兩組各644位政治大學的大學生為研究對象，採問卷調查法施以生活壓力量表、解釋風格量表及情緒幸福感量表，使用的資料分析方法包括：t考驗、單因子變異數分析、因素分析、及結構方程式模型。本研究以第一組樣本探究不同性別與不同年級在研究變項上的差異，接著，經建構與修正模式後提出最終的關係模式，最後，以第二組樣本驗證最終模式的穩定性。主要結果茲分述如下：一、在背景變項方面：(一)不同性別與不同年級大學生在「生活壓力」與「解釋風格」上有顯著差 異。(二)不同性別與不同年級大學生在「情緒幸福感」上未有顯著差異。二、在結構模式方面：(一)課業壓力、人際壓力對解釋風格有直接正向效果。(二)課業壓力、人際壓力對情緒幸福感有直接負向效果。(三)解釋風格對情緒幸福感有直接負向效果。(四)人際壓力能直接影響情緒幸福感，也能透過解釋風格間接影響情緒幸福感。(五)解釋風格在課業壓力與情緒幸福感間扮演完全中介變項的角色。(六)最終模式的交叉驗證具有模式穩定性。 最後，根據研究結果提出建議，供諮商輔導實務及未來研究參考。 | zh_TW |
| dc.description.abstract (摘要) | With the rapid change and the multicultural context of the modern society, how to deal with the complicated and hastily increased stress and to promote people’s well-being is an important issue. The main purpose of this study is to construct the structural equation modeling (SEM) of stress, explanatory style, and emotional well-being. By this way, the researcher can explore the relationship among the three variables, and know the mediator variable of explanatory style. The participants were two groups of students at National Chengchi University, and each group included 644 college students. The data was collected by questionnaires, including the stress scale, the explanatory style scale, and the emotional well-being scale. Moreover, the data were analyzed by t-test, ANOVA, factor analysis, and SEM. The study, firstly, used the first group to explore the differences of gender and grade, and constructed the final structural model after setting and modifying model. Finally, the researcher used the second group to verify the stability of the model. The main results were summarized as follows:About the background variables:1.Students with different gender and grade weresignificantly different in the scores of stress and explanatory style.2.Students with different gender and grade were not significantly different in the scores of emotional well-being.About the structural model:1.Academic stress and relationship stress had positive influence on explanatory style directly. 2.Academic stress and relationship stress had negative influence on emotional well-being directly.3.Explanatory style had negative influence on emotional well-being directly.4.Relationship stress had influence on emotional well-being directly, and it also affected emotional well-being through explanatory style.5.Explanatory style was a mediator variable between academic stress and emotional well-being.6.Through the cross-validation, the final structural model was of model stability. Finally, based on the findings of the study, the researcher made some practical strategies for counselor and some suggestions for further studies. | en_US |
| dc.description.tableofcontents | 第一章 緒論第一節 研究動機……………………………………………………………1第二節 研究目的……………………………………………………………5第三節 名詞釋義……………………………………………………………5第二章 文獻探討第一節 生活壓力之理論基礎及其相關研究………………………………9第二節 解釋風格之理論基礎及其相關研究………………………………14第三節 情緒幸福感之理論基礎及其相關研究……………………………25第四節 生活壓力、解釋風格與情緒幸福感之關係………………………34第三章 研究方法第一節 研究架構與假設……………………………………………………45第二節 研究對象……………………………………………………………46第三節 研究工具……………………………………………………………49第四節 實施程序……………………………………………………………52第五節 資料處理與分析……………………………………………………53第六節 提出初始模式………………………………………………………54第四章 研究結果與討論第一節 背景變項在生活壓力、解釋風格與情緒幸福感上之差異情形………………………………………………………………………57第二節 模式之發展…………………………………………………………59第三節 修正結構模式的提出與發展………………………………………67第四節 最終模式的交叉驗證………………………………………………78第五章 綜合討論第一節 背景變項在生活壓力、解釋風格與情緒幸福感上之差異情形…………………………………………………………………………83第二節 課業壓力、人際壓力、解釋風格與情緒幸福感之結構關係模式探討…………………………………………………………………………86第六章 結論與建議第一節 結論……………………………………………………………………93第二節 研究限制………………………………………………………………95第三節 建議……………………………………………………………………95參考文獻……………………………………………………………………………99附錄一 驗證樣本的描述統計………………………………………………………113附錄二 正式問卷……………………………………………………………………114附錄三 各量表因素分析……………………………………………………………119附錄四 各觀察變項的描述統計……………………………………………………121附錄五 初始模式的共變數矩陣……………………………………………………122表 次 表2-1 悲觀解釋風格與樂觀解釋風格………………………………………… 17表3-1 分層隨機抽樣分佈表…………………………………………………… 48表4-1 各性別人數及百分比分佈表…………………………………………… 57表4-2 不同性別受試者平均數、標準差及顯著考驗摘要表………………… 58表4-3 各年級人數及百分比分佈表…………………………………………… 58表4-4 不同年級受試者平均數、標準差及顯著考驗摘要表………………… 59表4-5 課業、人際壓力修正後測量模式適配度指標檢定表………………… 61表4-6 課業、人際壓力修正後測量模式因素、觀察指標與結構模式觀察變項編號表………………………………………………………………… 62表4-7 個人性、永久性與普遍性解釋風格修正後測量模式適配度指標檢定表………………………………………………………………………… 63表4-8 個人性、永久性與普遍性修正後測量模式因素、觀察指標與結構模式觀察變項編號表……………………………………………………… 64表4-9 公認快樂與覺察生活滿意修正後測量模式適配度指標檢定表……… 65表4-10 公認快樂、覺察生活滿意測量模式因素、觀察指標與結構模式觀察變項編號表………………………………………………………………… 66表4-11 解釋風格二階測量模式適配度指標檢定表…………………………… 69表4-12 解釋風格修正後測量模式因素、觀察指標與結構模式觀察變項編號表………………………………………………………………………… 70表4-13 建模樣本結構模式各觀察變項的共變數矩陣表……………………… 71表4-14 最終模式之完全標準化估計參數、顯著性考驗及標準誤表………… 72表4-15 最終模式之基本、整體、比較、精簡適配度指標檢定表……………… 76表4-16 最終模式之個別項目指標信度、潛在變項的組合信度及潛在變項的平均變異抽取量………………………………………………………… 77表4-17 驗證樣本結構模式各觀察變項的共變數矩陣表……………………… 79表4-18 嚴格複製策略之驗證樣本適配度指標檢定表………………………… 79表4-19 交叉驗證策略的適配度評鑑摘要表…………………………………… 81表5-1 最終模式之各潛在變項完全標準化效果量及顯著性考驗表………… 88表5-2 中介變項驗證模式直接效果及顯著性考驗表………………………… 91圖 次圖2-1 壓力的模式……………………………………………………………… 39圖2-2 認知評估理論模式……………………………………………………… 40圖2-3 日常生活中的情緒產生模式…………………………………………… 40圖2-4 對興奮無法解釋下的情緒產生模式…………………………………… 41圖2-5 ABCDE模式…………………………………………………………… 42圖3-1 研究架構………………………………………………………………… 45圖3-2 初始假設模式路徑圖…………………………………………………… 55圖4-1 課業壓力、人際壓力驗證性因素分析適配後模式圖………………… 61圖4-2 個人性、永久性、普遍性解釋風格驗證性因素分析適配後模式圖… 63圖4-3 公認快樂、覺察生活滿意驗證性因素分析適配後模式圖…………… 65圖4-4 解釋風格二階驗證性因素分析適配後模式圖………………………… 68圖4-5 解釋風格驗證性因素分析適配後模式圖……………………………… 69圖4-6 「課業壓力、人際壓力、解釋風格對情緒幸福感影響」之最終結構模式圖（標準化估計参數）……………………………………………… 72圖4-7 嚴格複製策略下的驗證樣本結構模式圖（標準化估計参數）………… 81圖5-1 中介變項路徑圖………………………………………………………… 89圖5-2 中介變項驗證模式一（標準化估計参數）……………………………… 90圖5-3 中介變項驗證模式二（標準化估計参數）……………………………… 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/#G0096152015 | en_US |
| dc.subject (關鍵詞) | 生活壓力 | zh_TW |
| dc.subject (關鍵詞) | 解釋風格 | zh_TW |
| dc.subject (關鍵詞) | 情緒幸福感 | zh_TW |
| dc.subject (關鍵詞) | 中介變項 | zh_TW |
| dc.subject (關鍵詞) | 結構方程式模型 | zh_TW |
| dc.subject (關鍵詞) | stress | en_US |
| dc.subject (關鍵詞) | explanatory style | en_US |
| dc.subject (關鍵詞) | emotional well-being | en_US |
| dc.subject (關鍵詞) | mediator variable | en_US |
| dc.subject (關鍵詞) | Structural Equation Modeling (SEM) | en_US |
| dc.title (題名) | 大學生生活壓力、解釋風格與情緒幸福感之關係研究 | zh_TW |
| dc.title (題名) | The relationships among life stress, explanatory style, and emotional well-being of college students. | en_US |
| dc.type (資料類型) | thesis | en |
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