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研究生: 楊景程
研究生(外文): Jing-Cheng Yang
論文名稱: 國中學生樂觀的測量與擴展──建構假設之驗證
論文名稱(外文): Verification of Optimism Measurement and Broaden-Build Hypothesis for Junior High School Students
指導教授: 李新民
指導教授(外文): Shing-Ming Lee
學位類別: 碩士
校院名稱: 樹德科技大學
系所名稱: 兒童與家庭服務系
論文出版年: 2011
畢業學年度: 99
語文別: 中文
論文頁數: 87
中文關鍵詞: 心理資源生理資源因應策略樂觀
外文關鍵詞: coping strategies, optimism, physical resource, psychological resource
相關次數:
  • 被引用:0
  • 點閱:7
  • 評分:*****
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本研究旨在探討國中生樂觀的測量與擴展──建構假設之驗證,採問卷調查方式,以臺灣高雄地區385位國中一至三年級的學生為研究對象。本研究的研究工具有「樂觀特質量表」、「因應策略量表」、「生理困擾調查表」、「生活滿意度量表」。問卷調查所得的資料以驗證性因素分析、單因子變異數分析以及結構方程模式分析等統計方法進行研究假設考驗。

本研究主要發現如後所述,一、樂觀為單一的心理構念;二、不同性別國中生的樂觀沒有明顯差異;三、不同年級國中生的樂觀是有差異的;四、因應策略、生理資源、心理資源對樂觀有顯著影響。最後,根據研究結果提出具體建議,以供教育相關單位或未來研究參考。


The subject of this study is Verification of Optimism Measurement and Broaden-Build Hypothesis for Junior High School Students. This study adopts questionnaires collected from 385 grade one through grade three students of junior high school in Kaohsiung, Taiwan.

Research tools were: “Optimism Trait Scale”, “Coping Strategies Scale”, “Physical Distress Characteristic Table”, and “Life Satisfaction Scale”. Confirmatory Factor Analysis, One-way ANOVA, and Structural Equation Modeling Analysis statistical methods were applied on questionnaire collected data to test research hypothesis.

The conclusions of this research were the following: 1. Optimism is single psychological construct; 2. There was no significant differences of optimism between junior high school students of different genders; 3. Optimism between junior high school students of different grades was different; 4. Coping strategies, physical resource, and psychological resource affected optimism significantly. Finally, based on research result, we provided some suggestions for educational units or future study reference.


中文摘要  i
英文摘要  ii
誌謝  iv
目次  v
表次  viii
圖次  ix

第一章 緒論  1
第一節 研究動機  1
第二節 研究目的與待答問題  3
第三節 名詞解釋  4
第四節 研究範圍與限制  6

第二章 文獻探討  8
第一節 樂觀的意涵  8
第二節 樂觀的理論與擴展──建構理論  14
第三節 樂觀的相關實證研究  23


第三章 研究設計與實施  27
第一節 研究架構  27
第二節 研究假設  29
第三節 研究對象  30
第四節 研究工具  32
第五節 研究程序  36

第四章 研究結果的分析與討論  40
第一節 樂觀的測量模式  40
第二節 不同背景國中學生樂觀的差異  44
第三節 樂觀與因應策略、生理資源、心理資源的潛在關聯  46
第四節 綜合討論  50

第五章 結論與建議  53
第一節 結論  53
第二節 研究之貢獻  55
第三節 建議  56

參考文獻  59
一、中文部分  59
二、西文部分  62


附錄  73
附錄一:專家效度名單  73
附錄二:專家效度問卷  74
附錄三:預試問卷  78
附錄四:正式問卷  83



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