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| Title: | 大學生之希望槪念及其相關因素之研究 |
| Authors: | 吳振賢
Wu, Jenn-Shan |
| Contributors: | 吳靜吉
吳振賢
Wu, Jenn-Shan |
| Date: | 1997 |
| Issue Date: | 2016-05-11 |
| Abstract: | 本研究主要目的是基於希望理論多向度取向，來探討臺灣地區大學的希望概念和希望感受，並探討性別和希望概念、希望感受的關係，以及希望概念和希望感受與自我監控、建設性思考、同理心、正面撒嬌行為、心情管理策略、樂觀信念、延宕滿足的關係。
本研究以臺灣地區各公私立大學院校學生為取樣對象，有效樣本計有1527(男651人，女876人)。所採用研究工具包括「希望概念量表」、「希望感受量量」、「自我監控量表」、「人際指標問卷」、「建設性思考量表」、「心情管理策略量表」、「撒嬌量表」、「樂觀量表」、「生活態度量表」。研究中所使用之統計方法包括皮爾森積差相關、ｔ考驗、單因子多變量變異數分析、單因子單變量變異數分析、典型相關等。
本研究主要結果如下：
一、以整體而言，台灣地區大學生的希望的自我知覺程度「還算高」。
二、台灣地區大學生最常知覺到的望概念是「成功的意志力」；最常有的希望感受是「人生充滿光明、很有活力」。
三、在性別與希望概念和感受的關係方面，男女大學生在「希望概念」上的自我知覺程度上並無差異；而男女大學生在「希望感受」上也沒有差別。
四、在希望概念、希望感受和自我監控能力的關係方面，希望知覺程度越高的大學生其在「觀察敏銳」、「調整表現、符合要求」雨種自我監控能力上都有較佳的表現；而希望感受越強的大學生其在「觀察敏銳」、「調整表現、符合要求」兩種自我監控能力上也都有較佳的表現。男女生在自我監控能力上則沒有顯著差異。
五、在希望概念、希望感受和建設性思考信念的關係方面，希望知覺程度越高的大學生越常出現「情緒的處理」、「行為的處理」兩種建設性思考信念，尤其是「行為的處理」信念。此外，女生在「整體的建設性思考」和「行為處理」的建設性思考上表現比男生好。
六、在希望概念、希望感受和同理心經驗的關係方面，希望知覺程度越高的大學生越常出現「觀點取替」、「同情關懷」兩種同理心經驗，尤其是「觀點取替」的經驗；而希望感受越強的大學生也越常出現「觀點取替」、「同情關懷」、兩種同理心經驗，特別是「觀點取替」的經驗。此外，女生比男生更容易同情關懷別人。
七、在希望概念、希望感受和正面撒嬌行為的關係方面，希望概念知覺程度越高的大學生越常使用「體貼讚美」、「笑臉攻勢」兩種正面撒嬌方式，尤其是「體貼讚美」的撒嬌策略；而希望感受越強的大學生也越常使用「體貼讚美」、「笑臉攻勢」兩種正面撒嬌方式，特別是「體貼讚美」撒嬌策略。此外，女生較常使用撒嬌策略，特別是使用「體貼讚美」撒嬌策略的情形較男生普遍。
八、在希望概念、希望感受和心情管理策略的關係方面，希望知覺程度越高的大學生越常使用「主動心情管理」、「另類活動的心情管理」、「電玩漫畫運動」、「觀賞影視」、「音樂活動」等心情管理策略，而越少使用「尋求刺激」、「被動的心情管理」等策略，最常使用的心情管理策略為「主動的心情管理」；而希望感受越強的大學生越常使用「主動心情管理」、「另類活動的心情管理」、「音樂活動」等心情管理策略，而越少使用「尋找刺激」、「被動的心情管理」等策略。此外，男生比女生較常使用「尋求刺激」和「電玩運動漫畫」方式來抒發不佳情緒，而女生比男生常用「另類的心情管理」和「被動的心情管理」策略來調整不佳情緒。
九、在希望概念、希望感受和樂觀信念的關係方面，希望知覺程度越高的大學生越具有「如己所願」「否極泰來」兩種樂觀傾向，尤其是「如己所願」的信念；而希望感受越強的大學生也越具有「如己所願」「否極泰來」兩種樂觀傾向，特別是是「如己所願」的信念。此外，男生比女生更相信事情會「如己所願」，而女生比男生相信「否極泰來」的道理。
十、在希概念、希望感受和延宕滿足信念的關係方面，希望知覺程度越高的大學生越具有「放棄立即享受、等待更大滿足」正向延宕滿足傾向，較少出現「立即享受、不願等待」負面延宕滿足傾向；而希望感受越強的大學生也越具有「放棄立即享受、等待更大滿足」正向延宕滿足傾向，較少出現「立即享受、不願等待」負面延宕滿足傾向。此外，男女生的延宕滿足的傾向並無顯著差異。
十一、就性別、希望概念、希望感受與自我監控、建設性思考、同理心、正面撒嬌行為、心情管理策略、樂觀信念、延宕滿足整體來看：
（一）越能知覺「成功意志力」、「尋求解決之道」希望概念和「人生充滿光明、很有活力」、「天無絕人之路」希望感受的人，也越具有「觀察敏銳」和「調整表現、符合要求」的自我監控能力，這種人不論在情緒和行為處理上都有良好的建設性思考信念，較表現觀點取替的同理心經驗，較具有樂觀信念，同時較常使用體貼讚美的撒嬌方式和主動心情管理的心情管理策略。
（二）女生在心情不佳的時候，不常使用「尋求刺激」和「電玩漫畫運動」等心情管理策略。
本研究根上述研究結果加以討論，並提供後續研究及大學生輔導工作之參考
The purposes of this study are to investigate how college students in Taiwan conceptualize “hope”; to develop and validate an instrument to measure the conceptualization and feeling of hope: to examine the relationship between hope and selected variables assumed to be the components of emotional intelligence. (Salovey and Mayer, 1990; Goleman, 1994)
1,527 college students in Taiwan (651 males, and 876 females) were used as subjects in this study. To measure hope, an open-ended questionnaire was designed to collect items that measured two things: conceptualization of hope and feelings of hope. Seventeen items that measured the conceptualization of hope yielded two
factors: will to succeed and pathways to succeed. Thirteen items that measured feelings of hope also yielded two factors: a bright and energetic life and ways to overcome difficulty.
The following instruments were employed to measure the dependent variables under study: 1) short form of Lennox’s self-monitoring Scale: 2) Epsteins’ constructive thinking scale; 3) Davis’ interpersonal reactivity index; 4) Carver and Shriver’s life orientation test; 5) “sajao” scale; 6) mood managing strategies’ questionnaire; and 7) delayed gratification scale. The first four scales were revised and the last three instrument were developed and validated by Wu and his colleagues for use with Chinese populations in Taiwan.
Data were analyzed using Pearson Product-Moment correlation, T-tests, ANOVA, MANOVA, and canonical correlation. Results yielded the following: 1) College students, on average, tended to have Hope Scale scores that fell within the hopeful end of the response scale; 2) Gender was not significantly related to hope scores; 3) People with higher hope scores tended to a) have higher self-monitoring ability b) have greater constructive thinking ability; c) exhibit greater perspective-taking behavior; d) have higher level of positive “sajao” behaviors and effective mood management strategies; e) be more optimistic; and f) exhibit better ability to delay gratification.
Recommendations are made on the basis of results from this study. |
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日文部分
北村晴朗(1983)。希望的心理。東京:金子書房。 |
| Description: | 碩士
國立政治大學
教育學系 |
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