大學生的成人依附、社交能力、社會支持、寂寞與憂鬱之關係

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題名	大學生的成人依附、社交能力、社會支持、寂寞與憂鬱之關係
作者	李靜如
貢獻者	林邦傑<br>修慧蘭李靜如
關鍵詞	成人依附社交自我效能困擾的自我揭露社會支持寂寞憂鬱 adult attachment social self-efficacy distress self-disclosure social support loneliness depression
日期	2006
上傳時間	19-九月-2009 12:42:12 (UTC+8)
摘要	本研究主要目的在探討有戀愛經驗大學生的「成人依附」、「社交能力」、「社會支持」、「寂寞」與「憂鬱」之間的關係。依此目的，本研究先探討不同背景變項的大學生在「逃避依附」、「焦慮依附」、「社交自我效能」、「困擾的自我揭露」、「社會支持」、「寂寞」與「憂鬱」上的差異情形，並以兩個模式探究有戀愛經驗大學生的「成人依附」、「社交能力」、「社會支持」、「寂寞」與「憂鬱」之間的關係。模式一探討「逃避依附、焦慮依附、社交自我效能、困擾的自我揭露、寂寞與憂鬱之關係」；模式二探討「逃避依附、焦慮依附、社交自我效能、困擾的自我揭露、社會支持與憂鬱之關係」。研究採問卷調查法，以台灣十一所大學805位有戀愛經驗的大學生為對象，並以隨機方式將之分為兩組，第一組399人，用來刪題與發展模式；第二組406人，用來驗證模式及探究不同背景變項的受試在各研究變項上的差異。研究工具包括成人依附量表、社交自我效能量表、困擾的自我揭露量表、寂寞量表、社會支持量表和憂鬱量表。資料分析方法為因素分析、信度分析、t考驗、單因子變異數分析及結構方程模式。本研究以第一組樣本探討初始模式發現，初始模式與觀察資料間適配不理想，故根據修正指標進行修正，修正後的模式與資料適配後，再以第二組樣本驗證模式的穩定性，經驗證模式一及模式二具備相當穩定性，且模式一及模式二都與觀察資料適配，並能有效解釋變項間的關係。主要研究結果如下：第一，在背景變項方面：（一）女性受試的「困擾的自我揭露」與「社會支持」顯著高於男性；（二）一年級受試的「焦慮依附」顯著高於三年級及四年級的受試；（三）不在戀愛中受試的「逃避依附」、「焦慮依附」與「寂寞」顯著高於在戀愛中的受試，而在戀愛中受試的「社會支持」顯著高於不在戀愛中的受試；（四）無晤談經驗受試的「逃避依附」顯著高於有晤談經驗的受試，有晤談經驗受試的「寂寞」與「憂鬱」顯著高於無晤談經驗的受試。其他部分則無顯著差異。第二，在模式方面：（一）逃避依附與焦慮依附會透過社交自我效能而間接影響寂寞，再間接影響憂鬱；（二）逃避依附與焦慮依附會透過社交自我效能而間接影響社會支持，再間接影響憂鬱；（三）逃避依附會透過困擾的自我揭露，間接影響社交自我效能，再透過社交自我效能間接影響寂寞，再間接影響憂鬱；（四）逃避依附會透過困擾的自我揭露，間接影響社交自我效能，再透過社交自我效能間接影響社會支持，再間接影響憂鬱；（五）焦慮依附會直接影響憂鬱；（六）焦慮依附會透過寂寞間接影響憂鬱；（七）焦慮依附對憂鬱的影響效果會大過逃避依附對憂鬱的影響效果；（八）困擾的自我揭露對寂寞不具直接影響力，困擾的自我揭露會透過社交自我效能間接影響寂寞；（九）逃避依附、焦慮依附、困擾的自我揭露對社會支持不具直接影響力，逃避依附、焦慮依附、困擾的自我揭露會透過社交自我效能間接影響社會支持。最後，根據研究結果，針對個人、學校諮商與輔導實務及未來相關研究提出建議，以供參考。 The Relationships Among Adult Attachment, Social Competencies, Social Support, Loneliness and Depression of College Students Ching-Ju Lee Abstract The main purpose of this research was to study the relationships among “adult attachment,” “social competencies,” “social support,” “loneliness” and “depression” of the college students who had romance. The researcher first investigated the differences in terms of “attachment avoidance,” “attachment anxiety,” “social self-efficacy,” “distress self-disclosure,” “social support,” “loneliness” and “depression” among the participants who had the different background variables. Also studied were the relationships among “adult attachment,” “social competencies,” “social support,” “loneliness” and “depression” of the college students who had romance by using two models. Model one was used to study “the relationships among attachment avoidance, attachment anxiety, social self-efficacy, distress self-disclosure, loneliness and depression.” Model two was used to study “the relationships among attachment avoidance, attachment anxiety, social self-efficacy, distress self-disclosure, social support and depression.” This study employed questionnaires to collect data. The participants of the study were 805 Taiwan college students who had romance from 11 universities, and were randomly divided into two groups. In group one, there were 399 participants whose data were used to cancel items and develop models, and in group two there were 406 participants whose data were used to test models and study the differences in regards of different research variables among the participants who had the different background variables. The participants were evaluated by Adult Attachment Scale, Social Self-efficacy Scale, Distress Self-disclosure Scale, Social Support Scale, Loneliness Scale and Depression Scale. The data were analyzed by factor analysis, Cronbach α analysis, t-test, one-way ANOVA and SEM. The initial models tested by group one did not fit well with the observed data. Therefore, applying the modification index, the researcher modified the models till the models fit the observed data, then tested the models’ stability by group two, and came to confirm the stability of model one and model two. The researcher found both model one and model two fit the observed data, and could effectively explain the relationships among the variables. The main results of this study were as follows: First, about the background variables: 1. The scores of “distress self-disclosure” and “social support” of girls were significantly higher than those of boys. 2. The scores of “attachment anxiety” of freshmen were significantly higher than those of juniors and seniors. 3. The scores of “attachment avoidance”, “attachment anxiety”, and “loneliness” of the students who were not in love were significantly higher than those of the students who were in love, and the scores of “social support” of the students who were in love were significantly higher than those of the students who were not in love. 4. The scores of “attachment avoidance” of the students who had no counseling experience were significantly higher than those of the students who had counseling experience while the scores of “loneliness” and “depression” of the students who had counseling experience were significantly higher than those of the students who had no counseling experience. There were no significant differences among other variables. Second, about the models: 1. Attachment avoidance and attachment anxiety could affect social self-efficacy, and could thus in turn affect loneliness through social self-efficacy, and could indirectly continue to affect depression through loneliness. 2. Attachment avoidance and attachment anxiety could affect social self-efficacy, and could thus in turn affect social support through social self-efficacy, and could indirectly continue to affect depression through social support. 3. Attachment avoidance could affect distress self-disclosure, and could thus in turn affect social self-efficacy through distress self-disclosure, loneliness through social self-efficacy, and depression through loneliness. 4. Attachment avoidance could affect distress self-disclosure, and could thus in turn affect social self-efficacy through distress self-disclosure, social support through social self-efficacy, and depression through social support. 5. Attachment anxiety could directly affect depression. 6. Attachment anxiety could indirectly affect depression through loneliness. 7. The effect of attachment anxiety affecting depression was higher than that of attachment avoidance affecting depression. 8. Distress self-disclosure could not directly affect loneliness, while it could indirectly affect loneliness through social self-efficacy. 9. Attachment avoidance, attachment anxiety and distress self-disclosure could not directly affect social support, whereas they could indirectly affect social support through social self-efficacy. Finally, based on the results of the study, the researcher made some further suggestions for individuals, school counseling and future researchers.
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描述	博士國立政治大學教育研究所 90152512 95
資料來源	http://thesis.lib.nccu.edu.tw/record/#G0901525121
資料類型	thesis

dc.contributor.advisor	林邦傑<br>修慧蘭	zh_TW
dc.contributor.author (作者)	李靜如	zh_TW
dc.creator (作者)	李靜如	zh_TW
dc.date (日期)	2006	en_US
dc.date.accessioned	19-九月-2009 12:42:12 (UTC+8)	-
dc.date.available	19-九月-2009 12:42:12 (UTC+8)	-
dc.date.issued (上傳時間)	19-九月-2009 12:42:12 (UTC+8)	-
dc.identifier (其他識別碼)	G0901525121	en_US
dc.identifier.uri (URI)	https://nccur.lib.nccu.edu.tw/handle/140.119/37209	-
dc.description (描述)	博士	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)	90152512	zh_TW
dc.description (描述)	95	zh_TW
dc.description.abstract (摘要)	本研究主要目的在探討有戀愛經驗大學生的「成人依附」、「社交能力」、「社會支持」、「寂寞」與「憂鬱」之間的關係。依此目的，本研究先探討不同背景變項的大學生在「逃避依附」、「焦慮依附」、「社交自我效能」、「困擾的自我揭露」、「社會支持」、「寂寞」與「憂鬱」上的差異情形，並以兩個模式探究有戀愛經驗大學生的「成人依附」、「社交能力」、「社會支持」、「寂寞」與「憂鬱」之間的關係。模式一探討「逃避依附、焦慮依附、社交自我效能、困擾的自我揭露、寂寞與憂鬱之關係」；模式二探討「逃避依附、焦慮依附、社交自我效能、困擾的自我揭露、社會支持與憂鬱之關係」。研究採問卷調查法，以台灣十一所大學805位有戀愛經驗的大學生為對象，並以隨機方式將之分為兩組，第一組399人，用來刪題與發展模式；第二組406人，用來驗證模式及探究不同背景變項的受試在各研究變項上的差異。研究工具包括成人依附量表、社交自我效能量表、困擾的自我揭露量表、寂寞量表、社會支持量表和憂鬱量表。資料分析方法為因素分析、信度分析、t考驗、單因子變異數分析及結構方程模式。本研究以第一組樣本探討初始模式發現，初始模式與觀察資料間適配不理想，故根據修正指標進行修正，修正後的模式與資料適配後，再以第二組樣本驗證模式的穩定性，經驗證模式一及模式二具備相當穩定性，且模式一及模式二都與觀察資料適配，並能有效解釋變項間的關係。主要研究結果如下：第一，在背景變項方面：（一）女性受試的「困擾的自我揭露」與「社會支持」顯著高於男性；（二）一年級受試的「焦慮依附」顯著高於三年級及四年級的受試；（三）不在戀愛中受試的「逃避依附」、「焦慮依附」與「寂寞」顯著高於在戀愛中的受試，而在戀愛中受試的「社會支持」顯著高於不在戀愛中的受試；（四）無晤談經驗受試的「逃避依附」顯著高於有晤談經驗的受試，有晤談經驗受試的「寂寞」與「憂鬱」顯著高於無晤談經驗的受試。其他部分則無顯著差異。第二，在模式方面：（一）逃避依附與焦慮依附會透過社交自我效能而間接影響寂寞，再間接影響憂鬱；（二）逃避依附與焦慮依附會透過社交自我效能而間接影響社會支持，再間接影響憂鬱；（三）逃避依附會透過困擾的自我揭露，間接影響社交自我效能，再透過社交自我效能間接影響寂寞，再間接影響憂鬱；（四）逃避依附會透過困擾的自我揭露，間接影響社交自我效能，再透過社交自我效能間接影響社會支持，再間接影響憂鬱；（五）焦慮依附會直接影響憂鬱；（六）焦慮依附會透過寂寞間接影響憂鬱；（七）焦慮依附對憂鬱的影響效果會大過逃避依附對憂鬱的影響效果；（八）困擾的自我揭露對寂寞不具直接影響力，困擾的自我揭露會透過社交自我效能間接影響寂寞；（九）逃避依附、焦慮依附、困擾的自我揭露對社會支持不具直接影響力，逃避依附、焦慮依附、困擾的自我揭露會透過社交自我效能間接影響社會支持。最後，根據研究結果，針對個人、學校諮商與輔導實務及未來相關研究提出建議，以供參考。	zh_TW
dc.description.abstract (摘要)	The Relationships Among Adult Attachment, Social Competencies, Social Support, Loneliness and Depression of College Students Ching-Ju Lee Abstract The main purpose of this research was to study the relationships among “adult attachment,” “social competencies,” “social support,” “loneliness” and “depression” of the college students who had romance. The researcher first investigated the differences in terms of “attachment avoidance,” “attachment anxiety,” “social self-efficacy,” “distress self-disclosure,” “social support,” “loneliness” and “depression” among the participants who had the different background variables. Also studied were the relationships among “adult attachment,” “social competencies,” “social support,” “loneliness” and “depression” of the college students who had romance by using two models. Model one was used to study “the relationships among attachment avoidance, attachment anxiety, social self-efficacy, distress self-disclosure, loneliness and depression.” Model two was used to study “the relationships among attachment avoidance, attachment anxiety, social self-efficacy, distress self-disclosure, social support and depression.” This study employed questionnaires to collect data. The participants of the study were 805 Taiwan college students who had romance from 11 universities, and were randomly divided into two groups. In group one, there were 399 participants whose data were used to cancel items and develop models, and in group two there were 406 participants whose data were used to test models and study the differences in regards of different research variables among the participants who had the different background variables. The participants were evaluated by Adult Attachment Scale, Social Self-efficacy Scale, Distress Self-disclosure Scale, Social Support Scale, Loneliness Scale and Depression Scale. The data were analyzed by factor analysis, Cronbach α analysis, t-test, one-way ANOVA and SEM. The initial models tested by group one did not fit well with the observed data. Therefore, applying the modification index, the researcher modified the models till the models fit the observed data, then tested the models’ stability by group two, and came to confirm the stability of model one and model two. The researcher found both model one and model two fit the observed data, and could effectively explain the relationships among the variables. The main results of this study were as follows: First, about the background variables: 1. The scores of “distress self-disclosure” and “social support” of girls were significantly higher than those of boys. 2. The scores of “attachment anxiety” of freshmen were significantly higher than those of juniors and seniors. 3. The scores of “attachment avoidance”, “attachment anxiety”, and “loneliness” of the students who were not in love were significantly higher than those of the students who were in love, and the scores of “social support” of the students who were in love were significantly higher than those of the students who were not in love. 4. The scores of “attachment avoidance” of the students who had no counseling experience were significantly higher than those of the students who had counseling experience while the scores of “loneliness” and “depression” of the students who had counseling experience were significantly higher than those of the students who had no counseling experience. There were no significant differences among other variables. Second, about the models: 1. Attachment avoidance and attachment anxiety could affect social self-efficacy, and could thus in turn affect loneliness through social self-efficacy, and could indirectly continue to affect depression through loneliness. 2. Attachment avoidance and attachment anxiety could affect social self-efficacy, and could thus in turn affect social support through social self-efficacy, and could indirectly continue to affect depression through social support. 3. Attachment avoidance could affect distress self-disclosure, and could thus in turn affect social self-efficacy through distress self-disclosure, loneliness through social self-efficacy, and depression through loneliness. 4. Attachment avoidance could affect distress self-disclosure, and could thus in turn affect social self-efficacy through distress self-disclosure, social support through social self-efficacy, and depression through social support. 5. Attachment anxiety could directly affect depression. 6. Attachment anxiety could indirectly affect depression through loneliness. 7. The effect of attachment anxiety affecting depression was higher than that of attachment avoidance affecting depression. 8. Distress self-disclosure could not directly affect loneliness, while it could indirectly affect loneliness through social self-efficacy. 9. Attachment avoidance, attachment anxiety and distress self-disclosure could not directly affect social support, whereas they could indirectly affect social support through social self-efficacy. Finally, based on the results of the study, the researcher made some further suggestions for individuals, school counseling and future researchers.	en_US
dc.description.tableofcontents	第一章緒論第一節研究背景與動機- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1 第二節研究目的與問題- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 6 第三節名詞釋義- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 7 第二章文獻探討第一節成人依附- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 10 第二節社交能力- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 15 第三節社會支持- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 20 第四節寂寞- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -25 第五節憂鬱- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -27 第六節各變項間的相關研究探討- - - - - - - - - - - - - - - - - - - - - - - - - - - 31 第三章研究方法第一節研究架構與假設- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 44 第二節研究對象- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 47 第三節研究工具- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 50 第四節統計分析- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 65 第五節研究程序- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 67 第四章研究結果第一節背景變項在逃避依附、焦慮依附、社交自我效能、困擾的自我揭露、社會支持、寂寞與憂鬱上之差異 - - - - - - - - - - - -69 第二節模式一「成人依附、社交能力、寂寞和憂鬱」之發展與驗證- -75 第三節模式二「成人依附、社交能力、社會支持和憂鬱」之發展與驗證- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 94 第五章討論第一節背景變項在「逃避依附」、「焦慮依附」、「社交自我效能」、「困擾的自我揭露」、「社會支持」、「寂寞」與「憂鬱」上之差異- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -112 第二節模式一之發展與驗證- - - - - - - - - - - - - - - - - - - - - - - - - - - - -117 第三節模式二之發展與驗證- - - - - - - - - - - - - - - - - - - - - - - - - - - - -124 第四節模式一與模式二之比較- - - - - - - - - - - - - - - - - - - - - - - - - - - 132 第六章結論與建議第一節結論- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -138 第二節建議- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -142 參考文獻中文部份- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 152 西文部份- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 154 附錄附錄一預試問卷 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 168 附錄二正式問卷 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -176 附錄三各量表精簡後的題目- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -184 附錄四正式樣本第一組學校、學院、性別人數分布表 - - - - - - - - - - - - - 187 附錄五正式樣本第二組學校、學院、性別人數分布表 - - - - - - - - - - - - - 188 附錄六模式一第一組樣本觀察變項的共變數矩陣（N=399）- - - - - - - - - -189 附錄七模式一語法 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -190 附錄八模式一第二組樣本觀察變項的共變數矩陣（N=406）- - - - - - - - - 191 附錄九模式二第一組樣本觀察變項的共變數矩陣（N=399）- - - - - - - - - 192 附錄十模式二語法- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -193 附錄十一模式二第二組樣本觀察變項的共變數矩陣（N=406）- - - - - - - - - 194 附錄十二第二組樣本潛在變項的平均數、標準差及相關係數矩陣（N=406） - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 195 附錄十三量表使用同意書 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 196 表次表2-1 社會支持成分模式比較表- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 21 表3-1 預試樣本學校、學院、性別人數分佈表 - - - - - - - - - - - - - - - - - - - 47 表3-2 正式樣本學校、學院、性別人數分佈表 - - - - - - - - - - - - - - - - - - - 49 表3-3 依附量表精簡後題目、因素負荷量及信度係數值 - - - - - - - - - - - - 52 表3-4 社交自我效能量表精簡後題目、因素負荷量及信度係數值- - - - - - 54 表3-5 困擾的自我揭露量表精簡後題目、因素負荷量及信度係數值 - - - -56 表3-6 社會支持量表精簡後題目、因素負荷量及信度係數值 - - - - - - - - -59 表3-7 寂寞量表精簡後題目、因素負荷量及信度係數值 - - - - - - - - - - - - 62 表3-8 憂鬱量表精簡後題目、因素負荷量及信度係數值 - - - - - - - - - - - - 65 表4-1 不同性別的受試在各量表之平均數、標準差及t考驗結果摘要表- -70 表4-2 不同年級的受試在各量表之平均數、標準差及單因子變異數分析摘要表- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 71 表4-3 是否在戀愛中的受試在各量表之平均數、標準差及t考驗結果摘要表- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -72 表4-4 是否有宗教信仰的受試在各量表之平均數、標準差及t考驗結果摘要表- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 73 表4-5 是否有參加社團的受試在各量表之平均數、標準差及t考驗結果摘要表- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 74 表4-6 是否有晤談經驗的受試在各量表之平均數、標準差及t考驗結果摘要表- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 74 表4-7 模式一複核效化結果摘要表- - - - - - - - - - - - - - - - - - - - - - - - - - - - 78 表4-8 模式一第一組與第二組樣本之整體適配度檢定指標比較表- - - - - - 81 表4-9 模式一之參數估計、完全標準化參數估計及顯著性考驗（第二組）- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 86 表4-10 模式一之效果檢定（第二組 N=406）- - - - - - - - - - - - - - - - - - - - - 89 表4-11 模式二複核效化結果摘要表- - - - - - - - - - - - - - - - - - - - - - - - - - - - -97 表4-12 模式二第一組與第二組樣本之整體適配度檢定指標比較表- - - - - 100 表4-13 模式二之參數估計、完全標準化參數估計及顯著性考驗（第二組）- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 104 表4-14 模式二之效果檢定（第二組 N=406）- - - - - - - - - - - - - - - - - - - - 107 圖次圖2-1 效能預期與結果預期之區別- - - - - - - - - - - - - - - - - - - - - - - - - - - - -16 圖3-1 「成人依附、社交能力、寂寞與憂鬱關係」模式一結構關係圖- - - 44 圖3-2 「成人依附、社交能力、社會支持與憂鬱關係」模式二結構關係圖- - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 45 圖4-1 模式一「成人依附、社交能力、寂寞與憂鬱關係」之結構方程模式（第一組）- - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - 77 圖4-2 模式一「成人依附、社交能力、寂寞與憂鬱關係」之結構方程模式（第二組）- - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - 80 圖4-3 模式二「成人依附、社交能力、社會支持與憂鬱關係」之結構方程模式（第一組）- - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - 96 圖4-4 模式二「成人依附、社交能力、社會支持與憂鬱關係」之結構方程模式（第二組）- - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - -99 圖5-1 模式一「成人依附、社交能力、寂寞與憂鬱關係」之結構模式- - - 118 圖5-2 模式二「成人依附、社交能力、社會支持與憂鬱關係」之結構模式- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 125	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/#G0901525121	en_US
dc.subject (關鍵詞)	成人依附	zh_TW
dc.subject (關鍵詞)	社交自我效能	zh_TW
dc.subject (關鍵詞)	困擾的自我揭露	zh_TW
dc.subject (關鍵詞)	社會支持	zh_TW
dc.subject (關鍵詞)	寂寞	zh_TW
dc.subject (關鍵詞)	憂鬱	zh_TW
dc.subject (關鍵詞)	adult attachment	en_US
dc.subject (關鍵詞)	social self-efficacy	en_US
dc.subject (關鍵詞)	distress self-disclosure	en_US
dc.subject (關鍵詞)	social support	en_US
dc.subject (關鍵詞)	loneliness	en_US
dc.subject (關鍵詞)	depression	en_US
dc.title (題名)	大學生的成人依附、社交能力、社會支持、寂寞與憂鬱之關係	zh_TW
dc.type (資料類型)	thesis	en
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