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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/99914


    Title: 經濟弱勢大學生的敘事認同與復原力的關係研究
    Other Titles: A Study of the Relationship Between Narrative Identity and Resilience Among Economically Disadvantaged College Students
    Authors: 曾文志
    Keywords: 大學生適應;生命故事;敘事認同;復原力;經濟弱勢
    college student adjustment;life-story;narrative identity;resilience;economic disadvantage
    Date: 2013-12
    Issue Date: 2016-08-09 16:30:00 (UTC+8)
    Abstract: 敘事認同是指個體自我內化、演進及整合形成的故事，是人們發展認同的一種方式，也是心理幸福感的重要來源。本研究旨在了解經濟弱勢大學生高復原力者與低復原力者的敘事認同有何不同。本研究以量表測量結果設定復原力指標，從101位經濟弱勢大學生中篩選15位高復原力與14位低復原力參與者接受生命故事訪談。研究者使用內容評分與量化差異比較方法（t考驗）分析訪談資料。研究結果顯示，高復原力組與低復原力組的敘事認同部分主題具有顯著差異，高復原力組的敘事認同呈現較多成就責任與和諧共融的動機主題，反映出經濟弱勢大學生的敘事認同可能與復原力有關。研究最後針對學生事務、諮商服務及未來研究提出建議。
    Narrative identity refers to an individual’s internalized, evolving, and integrative story of the self, which contributes to the development of identity and psychological well-being. The purpose of this study was to understand the differences of narrative identity in high resilient and low resilient college students among economically disadvantaged populations. Two groups of economically disadvantaged college students provided their life stories in the interviews of this study: the first with 15 subjects who met empirical criteria for resilience and the second with 14 subjects who demonstrated below average functioning. The data were content analyzed for reliable narrative indices of coherence and motivational themes. The comparison of the narrative identity in the two groups revealed that high resilient students contain more motivational themes of achievement/responsibility and community. These findings lead to identification of narrative identity and resilience. Implications for practice, research, and theory are also discussed.
    Relation: 教育與心理研究, 36(4),1-26
    Journal of Education & Psychology
    Data Type: article
    DOI 連結: http://dx.doi.org/10.3966/102498852013123604001
    DOI: 10.3966/102498852013123604001
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

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