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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/99926


    Title: 國中生家人關係、心理特質與憤怒表達之關聯模式建構與驗證
    Other Titles: A Study on the Model Construction and Empirical Verification of the Relations Among Family Relationships, Psychological Traits and Anger Expression of Junior High School Students
    Authors: 甘孟龍;黃秀霜
    Keywords: 心理特質;家人關係;憤怒表達;調節效果
    psychological traits;family relationship;anger expression;moderating effects
    Date: 2014-09
    Issue Date: 2016-08-09 16:32:55 (UTC+8)
    Abstract: 本研究主要目的有：一、建構國中生之家人關係、心理特質與憤怒表達關聯模式並進行驗證；二、探討不同家庭組成型態對前述關聯模式之調節效果。研究者以1,065位國中生為正式研究對象，分別施以本研究編製之「青少年心理特質量表」、「青少年家人關係量表」及「青少年憤怒反應評定量表」。所得資料透過結構方程模式與SEM多樣本分析法進行統計考驗。研究結果顯示：一、國中生憤怒表達關聯模式無論就整體模式適配度、相對適配度或精簡適配度，皆顯示具有理想之整體適配度，並且與觀察資料十分契合；二、多樣本分析結果顯示，無論就家人關係對國中生心理特質之影響效果，或不同心理特質對整體憤怒表達之影響效果，皆不會因家庭型態背景差異而有不同。最後，本研究根據研究結果進行理論及實務上探討，並提出對家庭、相關教育輔導和未來研究的建議。
    The purpose of this study was to construct a theoretical model involving family relationships, psychological traits, and anger expression among junior high school students. Besides the goodness of fit of this anger expression causal model would be tested with the empirical observed data, the study would also analyze the moderating effects of different family structure on the dependent variables of this model. The participants were 1,065 students from six junior high schools. The observed data were analyzed by SEM and multi-sample analysis. The results of this study showed: (a) The anger expression causal model constructed in this study could be used to explain the empirical observed data well; (b) The results of multi-sample analysis indicated that there were no moderating effects between the different family structures on this anger expression causal model. Lastly, several suggestions were also proposed for guidance and further studies.
    Relation: 教育與心理研究, 37(3),59-92
    Journal of Education & Psychology
    Data Type: article
    DOI link: http://dx.doi.org/10.3966/102498852014093703003
    DOI: 10.3966/102498852014093703003
    Appears in Collections:[Journal of Education ＆ Psychology] Journal Articles

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