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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/132824


    Title: 以壓力因應策略為調節變項：僑生與本地生在生活壓力與心盛之關係
    Stress-Coping Strategies as a Moderator: A Study of Overseas Chinese Students and Local Students on Life Stress and Flourishing
    Authors: 蔡亦倫
    陳柏霖
    Contributors: 教育與心理研究
    Keywords: 心盛;生活壓力;僑生;壓力因應策略
    flourishing;life stress;overseas Chinese students;stress-coping strategies
    Date: 2019-12
    Issue Date: 2020-11-24 15:23:37 (UTC+8)
    Abstract: 本研究以壓力因應策略為調節變項，探討僑生與本地生在生活壓力與心盛之關係。採用網路問卷調查，共計有1,036位大學生參與，其中僑生354位、本地生682位。在資料分析方面，採用描述統計、皮爾森積差相關及階層迴歸分析。研究結果顯示：一、馬來西亞籍僑生使用「問題解決」因應策略正向調節「學業、人際壓力」與「心盛」；使用「情緒宣洩」負向調節「家庭、經濟、人際壓力」與「心盛」；使用「社會支持」正向調節「人際壓力」與「心盛」；使用「負向認知調節」因應策略可負向調節「家庭、未來規劃、人際壓力」與「心盛」；使用「正向認知調節」因應策略可正向調節「家庭、情緒爭吵壓力」與「心盛」。二、港澳籍僑生在「問題解決」及「負向認知」因應策略可調節「家庭壓力」與「心盛」。三、本地生在「探究事因」因應策略可正向調節「學業、家庭、人際壓力」與「心盛」。最後，本研究依據研究結果，針對高等教育及未來研究提出建議。
    The purposes of the current study were to explore stress-coping strategies as a moderator among the relationship life stress and flourishing of overseas Chinese students and local students. 1,036 college students were recruited from the whole Taiwan’s universities and colleges, with 354 were overseas Chinese students and 682 were local students. Data were collected and analyzed by description statistics, Pearson’s correlation coefficient, and hierarchical regression analysis. The results showed that: (1) The “problem savoring strategies” moderates positive effects of Malaysian students’ on the relationship between “academic and interpersonal stress” and “flourish”; the “emotional release strategies” moderates negative effects on the relationship between “family, economic, and interpersonal stress” and “flourish”; the “social support strategies” moderates positive effects on the relationship between “interpersonal stress” and “flourish”; the “negative cognitive regulation strategies” moderates negative effects on the relationship between “family, future planning, and interpersonal stress” and “flourish”; the “positive cognitive regulation strategies” moderates positive effects on the relationship between “family, and emotional quarrel stress” and “flourish”. (2) The “problem savoring, and negative cognitive regulation strategies” moderates positive effects of Hong Kong and Macau students on the relationship between “family stress” and “flourish”. (3) The “exploring the cause strategies” moderates positive effects of local students on the relationship between “academic, family, and interpersonal stress” and “flourish”. At last, based on research outcomes, the research puts forward suggestions for higher education and future studies.
    Relation: 教育與心理研究, 42(4), 99-138
    Data Type: article
    DOI 連結: https://doi.org/10.3966/102498852019124204004
    DOI: 10.3966/102498852019124204004
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

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