頁籤選單縮合
題 名 | 國小學生因應策略與行為困擾之調查研究=The Relationship between Coping Strategies and Adjustment Problems in Elementary School Students |
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作 者 | 歐慧敏; | 書刊名 | 國民教育研究集刊. 臺南師院 |
卷 期 | 3 1997.06[民86.06] |
頁 次 | 頁167-178 |
分類號 | 523.378 |
關鍵詞 | 國小學生; 因應策略; 行為困擾; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在了解現今國小學生因應策略與行為困擾狀況,探討自我效能、年級、 歸因方式、父母管教態度、師生關係、同儕關係等六個變項分別與因應策略、行為困擾的關 係,分析因應策略與行為困擾的關係。 本研究採「行為困擾量表」、「青少年因應策略量表」、「自我效能量表」、「青少年歸因 量表」、「父母管教態度問卷」、「學校人際關係量表」等研究工具, 隨機抽取 885 名國 小四至六年級學生為樣本。其結果發現:ぇ國小學生採取避免逃避策略的頻率最高,而採取 尋求支持策略的頻率最低;學校生活困擾最高,而人際關係困擾最低。え四年級學生的因應 策略優於五、六年級學生,且行為困擾較低。ぉ自我效能與因應策略具顯著正相關,與行為 困擾具顯著負相關。お歸因方式與大部份因應策略具顯著正相關,而與全部行為困擾均具顯 著負相關。か嚴格型、縱溺型、分歧型父母管教態度與因應策略具顯著負相關,與行為困擾 具正相關;而誘導型的父母管教態度則正好相反。が師生關係、同儕關係與因應策略有正相 關,而與行為困擾有負相關。き互助合作的同儕關係與情緒的歸因方式最能預測因應策略; 避免逃避因應策略及嚴格型的父母管教態度最能有效預測行為困擾。ぎ五個因應策略與五個 行為困擾大部份具典型負顯著負相關。 依據研究發現提出有關對教育行政機關推動教育決策、學校推展教育與輔導工作,及未來的 研究方向,俾供推動、落實教育與輔導工作未來進行研究的參考。 |
英文摘要 | The purposes of this study were to investigate the relationship between coping strategies and adjustment problems, and the effects of self-efficiency, grade, attribution styles, parental rearing attitude, teacher-student relation, peer relation on coping strategies and adjustment problems in elementary school students. "Adjustment Problem Inventory", "Adolescent Coping Strategies Inventory", "Self-Efficiency Scale", "Adolescent Attribution Inventory", "Parental Rearing Attitude Questionnaire" and "School Interpersonal Relation Inventory" were administered to 885 elementary school students. The main findings were as follows: (1)The elementary school students had a highest frequency on using "avoidescape strategies" and a lowest on "searching support strategies". They had a highest score of adjustment problems on school-life problem and a lowest on personal relationship problem. (2)Fourth grade students used more effective and had less adjustment problems than 5th and 6th grade students. (3) Self-efficiency was singificantly positively correlated with coping strategies, and negatively with adjustment problems. (4)Attribution styles were singificantly positively correlated with most of the coping strategies, and negatively with all adjustment problems. (5) Strict, divergent, and pampering parental rearing attitudes were singificantly negatively correlated with coping strategies, and positively with adjustment problems. Guiding parental rearing attitude was positively correlated with coping strategies, and negatively with adjustment problems. (6)Teacher-student relation and peer relation were singificantly positively correlated with coping strategies and negatively with adjustment problems. (7)Cooperative peer relationship and emotional attribution styles were the best predictors of coping strategies. On the other hand, avoid-escape strategies and the strict parental rearing attitude were the best predictors of adjustment problems. (8)Generally, there was a singificantly negative canonical correlation between the five coping strategies and the five adjustment. Based on the findings, suggestions for educational guidance, educational administration and futher studies were recommended. |
本系統中英文摘要資訊取自各篇刊載內容。