家庭環境因素、教育背景與大學生自我肯定性之關係暨自我肯定訓練效果研究

The Relationships among Family Factors, Educational Backgrounds and Assertiveness of College Students and the Effects of Assertion-Training

蔡順良(Shun-Liang Tsai)

《教育心理學報》 17期 (1984/05) Pp. 197-229

https://doi.org/10.6251/BEP.19840501.10

摘要

本研究的目的主要在探討家庭環境因素、敎育背景、性别和師大學生自我肯定性之關係，其次，試圖從上述變項中找出能有效預測師大學生自我肯定性之變項，最後則是驗證自我肯定訓練的實驗效果。本研究共分爲兩部分，其中問卷調查，係以分層立意取樣法，根據科系類別、年級、性别等三個標準，選取661名師大學生爲受試。至於自我肯定訓練的實驗方面，受試係公開招募，並經甄選，計得實驗組與控制組各12名，實驗組並進行十週的訓練活動。本研究中所使用的評量工具有「個人生活態度量表」、「個人生活信念量表」、「社會生活問卷」等三種，分別測量受試的自我肯定性、非理性信念、社會焦慮以及自我接納等心理特質。而調查方面，另以「家庭關係問卷」測受試之父母管敎態度和家庭氣氛；實驗方面，則另以「自我效能評量表」評量受試主觀的自我效能，作爲驗證自我肯定訓練效果的另一指標。本研究提出了十五項假設，根據實際所蒐集的資料，分别以皮爾遜積差相關、變異數分析、廻歸分析、共變數分析、賀德臨T^2以及t考驗等統計方法進行統計分析。本研究結果發現：(1)在都市長大的大學生，其自我肯定性比在鄉村鎮長大的大學生高；母親採高接納且適度限制之管敎態度者，對其子女自我肯定性似有較有利之影響；而自我肯定程度愈高者，其自我接納也愈高，但社會焦慮、非理性信念則愈低。(2)在自我肯定性方面，師大輔導相關科系學生比非輔導相關科系學生高，高年級此低年級學生高，男生此女生高。(3)以「社會焦慮」、非理性「依賴」、「完美主義」、「極端優越感」、「社交情境的焦慮」等五項心理特質或以「母親的管敎態度」或「科系類别」、「年級」、「性别」等均能預測自我肯定性，其中以第一項的預測力最高。(4)自我肯定訓練課程對於低自我肯定的師大學生在幫助他們增進自我肯定性與自我接納，減低社會焦慮、非理性信念方面，具有顯著的立卽效果與延續效果（兩個月後），但就主觀的自我效能而言，只有經兩個月後的延續效果達到顯著。根據研究的發現與檢討，本研究提出七點建議，供日後研究之參考。

並列摘要

This thesis consists of two studies. The first study was to investigate the relationships among family factors, educational backgrounds and assertiveness of college students. Attempts were also made to determine the variables which might effectively predict the assertiveness of college students The second study was to examine the effects of assertion-training.
In the first study, 661 subjects were sampled by stratified judgmental method from the students population of National Taiwan Normal University. The dependent variables were the scores on the assertion, irrational beliefs, social anxiety and self-esteem. And the independent variables were the educational backgrounds (department, grade) and sex, family factors (father and mother's attitude toward children, family climate, birth order, family location and the decision-maker of discipline). The data were analyzed by Pearson-product correlation, univariate two and three way analysis of variance, multiple regression, and Finn's multivariate analysis of variance. The results indicated that educational backgrounds and sex, family location and mother's attitude were significantly correlated with assertiveness of college students with low predict power. The scores of social anxiety, three of irrational beliefs (dependence, perfectionism, extreme superiority complex), social avoidance and distress together could effectively predict the assertiveness.
In the second study, the pretest-midtest-posttest control group design was adopted. Twenty-four volunteered undergraduates who had low level assertiveness were randomly assigned to either treatment or control group. The treatment group received a weekly cognitive-behavioral approach group assertion-training for ten weeks, and the control group received no treatment. A final follow-up meeting was held two month after the last treatment session. The dependent variables were the scores of assertiveness, irrational beliefs, social anxiety, self-esteem and self-efficacy, and these scores were by Timm's multivariate repeated measure analysis of variance, univariate analysis of covariance, Hotelling T^2and t-test. The results indicated that there were significant differences between the scores of treatment group and the control group except those at the pretest. It was, therefore, concluded that the treatment used in this study was effective in increasing assertive behavior and self-esteem and in decreasing irrational beliefs and social anxiety.