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    題名: 臺灣大學生自我關愛理論建構與課程實踐
    Self-compassion theory construction and program implementation for Taiwanese college students
    作者: 丁毓珊
    Ting, Yu-Shan
    貢獻者: 葉玉珠
    Yeh, Yu-Chu
    丁毓珊
    Ting, Yu-Shan
    關鍵詞: 大學生
    自我關愛
    自我照顧
    自我珍視
    自我接納
    正念覺察
    University students
    Self-compassion
    Self-care
    Self-regard
    Self-acceptance
    Mindful awareness
    日期: 2024
    上傳時間: 2025-03-03 14:43:02 (UTC+8)
    摘要: 本研究旨在建構適用於臺灣大學生的自我關愛理論，發展量表，並提出縱貫模型進行驗證，以探究自我關愛因素之間的動態機制，最後發展和驗證自我關愛課程的效果。為達上述目的，本研究共進行四個子研究。
    研究一旨在初步探索臺灣大學生的自我關愛，透過開放式問題蒐集206位大學生對於「自我關愛」的認知、實踐經驗與看法，發現自我關愛的內涵包括「自我照顧」、「自我珍視」、「自我接納」和「正念覺察」，自我關愛的實踐涵蓋心理、生理和社會三大層面，且自我關愛有助於應對大學階段的壓力與挑戰。
    研究二旨在發展自我關愛量表（ISC）並探究臺灣大學生自我關愛的現況，分別以167名大學生進行探索性因素分析，480名大學生進行驗證性因素分析與現況探究，研究結果發現ISC具有良好的信度與效度，包含正念覺察、自我珍視、自我接納、自我照顧四個因素。此外，不同性別的大學生在自我關愛的程度上無顯著差異，但研究生的自我關愛得分顯著高於低年級大學生。
    研究三旨在以縱貫研究設計驗證自我關愛四因素之間的動態關係，共有383位大學生參與三個時間點的問卷調查，研究結果顯示，自我關愛具有階層性，且四個因素之間存在交互作用。本研究最終提出「自我關愛金字塔」，以具體描繪出臺灣大學生自我關愛的動態樣貌。
    研究四則根據「自我關愛金字塔」理論框架設計自我關愛課程，並採用混合方法探究此課程的教學效果。研究發現本課程能有效促進參與大學生的自我照顧、自我珍視與自我接納，儘管正念覺察的提升效果未達顯著，但質性資料顯示學生發現自己的情緒覺察有所提升。綜言之，本研究所發展的臺灣大學生自我關愛理論、量表和課程，可供未來感興趣的教育研究者或教師參考。
    This study aimed to develop a self-compassion theory suitable for Taiwan's Generation Z college students, develop an inventory, validate a longitudinal model to explore the dynamic mechanisms among self-compassion factors, and finally develop and validate the effectiveness of a self-compassion program. To achieve these objectives, four sub-studies were conducted.
    The first study aimed to explore self-compassion among Taiwanese Generation Z college students. Through open-ended questions, data were collected from 206 college students regarding their perceptions, practices, and views on self-compassion. The study identified that self-compassion encompasses self-care, self-regard, self-acceptance, and mindfulness awareness. The practice of self-compassion involve psychological, physical, and social dimensions, which contribute to coping with the pressures and challenges of college life.
    The second study aimed to develop the Inventory of Self-Compassion (ISC) and investigate the status of self-compassion among Taiwanese college students. Exploratory factor analysis was conducted with 167 college students, and confirmatory factor analysis was performed with 480 college students. Results indicated that the ISC has good reliability and validity, comprising four factors: mindfulness awareness, self-regard, self-acceptance, and self-care. Furthermore, although there were no significant gender differences in self-compassion, the seniors and graduate students scored significantly higher than the lower-grade college students in self-compassion.
    The third study used a longitudinal research design to validate the dynamic relationships among the four factors of self-compassion. A total of 383 college students participated in a three-wave questionnaire survey. The results revealed a hierarchical structure of self-compassion with interactive relationships among the four factors. This study finally proposed the "Self-Compassion Pyramid" to depict the dynamic nature of self-compassion among Taiwanese Generation Z.
    The fourth study developed a self-compassion curriculum based on the "Self-Compassion Pyramid" framework and used a mixed-methods approach to explore its instructional effects. The study found that the curriculum effectively promoted self-care, self-regard, and self-acceptance among participating college students. Although the improvement in mindfulness awareness was not significant, qualitative data indicated that students experienced enhanced emotional awareness. In conclusion, the self-compassion theory, inventory, and curriculum developed in this research provide valuable references for future educational researchers and teachers interested in addressing the needs of Taiwanese Generation Z college students.
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    描述: 博士
    國立政治大學
    教育學系
    110152501
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0110152501
    資料類型: thesis
    顯示於類別:[教育學系] 學位論文

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