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題名 | 國小教師心理需求強度與困擾之關係和理論模式驗證研究=A Study on the Relationship and Theoretical Validation of Need Strengths with Need Problems for Elementary School Teachers |
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作者 | 李坤崇; | 書刊名 | 中華輔導學報 |
卷期 | 2 1994.12[民83.12] |
頁次 | 頁84-119 |
分類號 | 523.35 |
關鍵詞 | 國小教師; 心理需求強度; 心理需求困擾; Elementary school teachers; Need strength; Need problem; |
語文 | 中文(Chinese) |
中文摘要 | 本研究的主要目的有四:(1)建立Hill口語互動行為的基本架構;(2)探討團體歷程中的口語互動行為之「溝通內容」及「工作型態」;(3)建立團體諮商的基本評量標準;(4)找出影響團體諮商效果的主要因素。研究結果發現: 一、質的研究部份 1.利用Hill的互動矩陣,能將團體歷程中的口語互動行為加以記錄並分類,有助於對溝通內容與工作型態的瞭解。 2.團體結構程度的高低,會影響團體互動的速度和溝通的內容與工作型態,但影響的關鍵因素,是領導者個人變項。 3.在口語行為的工作型態上,出現最少的是面質,其次是肯定;而在溝通型態上,出現最少的是主題,最多是成員和關係。 二、量的研究部分 1.全體成員及結構組與低結構組成員,在三次測量的自我評量與團體領導人員評量的得分,呈現直線趨向。 2.催化員性別、結構與低結構、評量因素,在口語互動行為、自我評量、團體領導人員評量的得分,部分沒有顯著差異。 3.參加團體諮商之全體成員,在田納西自我概念的分數,並未顯著優於控制組成員。 4.參加結構式團體諮商之成員,在田納西自我概念的分數,並未顯著優於參加低結構式國體諮商之成員。 5.輸入變項對互動變項部分具有預測力。 6.輸入變項和互動變項對輸出變項部分具有預測力。 |
英文摘要 | The purposes of this study were to: (1)establish the Hill verbal interactional basic structure: (2)investigate the content and work style of verbal interactional behaviors in the group counseling process; (3)establish the basic criteria to evaluate group counseling; (4)examine the main factor and procedure that might effect the outcome of group counseling. The results were as indicated follows: A.Qualitative research 1.Hill Interaction Matrix (HIM) could be used to record and classify the verbal interactional behaviors in the group counseling process. 2.The degree of group structure would effect the speed of group interactional content style and work style, but the main factor was leadership. 3.The minimum behaviors of content style used in group process were confrontation and assertion; the minimum and maximum behaviors of work style used in group process were topic center and member center respectively. B.Quantitative research 1.All group members structure group members and low structure group members indicated linear trend on the scores of self-evaluation and personal trait on the three times assessment of group process. 2.The scores of HIM., self-evaluation and personal traits indicated partly no significant difference among sex, structure and assessment factors. 3.Comparing with the control groups, the counseling groups indicated no significant difference on the scores of Tennessee Self Concept Scale. 4.Comparing with the low structure groups, the structure groups indicated no significant difference on the score of Tennessee Self Concept Scale. 5.The input variables could partly predict interactional variables. 6.The input variables and interactional variables could partly redict output variable. |
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