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成功易喜,失敗易餒?雙向度成敗自我價值後效之檢驗

Is "Easy to Become Dizzy with Success" the Same as "Easy to be Discouraged by Failure"? A Test for the Two-Dimensional Success and Failure Contingencies of Self-Worth

摘要


有關自我價值後效的研究發現,個體對自我價值的看法,會隨遭遇到的正、負向事件產生波動,而個體在此波動程度上的個別差異,和其許多情緒、認知、動機、行為及人際變項有密切關係。以往研究雖然指出個體在不同生活領域所持有的自我價值後效不相同,但卻傾向將個體面對正向與負向事件時的自我價值後效視為相同概念,並將其歸納為整體的「單向度」自我價值後效構念。然而,本研究則認為個體面對正向與負向事件時的自我價值後效,是兩個不同向度的構念。在將成就領域的自我價值後效區分為成功與失敗後效兩個向度後,本研究發現成敗自我價值後效雙向度模式能解釋440名大學生的資料,且適配度比單向度模式佳;此外,相較於以單向度自我價值後效做為預測變項時的效果,成敗自我價值後效雙向度的觀點更大幅提升了對幸福感的預測力。

並列摘要


Previous studies revealed that individuals differ in their contingencies of self-worth (CSW), and CSW can influence how much their self-worth fluctuated by positive and negative events. Moreover, CSW can predict individuals' affective, cognitive, motivational, behavioral, and interpersonal variables. Although recent studies agreed that individuals contained multiple CSW in various domains, these studies assumed individuals' CSW on positive and negative events as the same psychological construct and tended to combine both types of scale items to create an one-dimensional index. However, the present study proposed that individuals' CSW on positive and negative events are two distinctive dimensions. After dividing CSW in achievement domain into two dimensions of success (positive) and failure (negative) CSW, SEM analysis from 440 undergraduates showed that the two-dimensional CSW model had better model fit than one-dimensional model. Furthermore, two-dimensional CSW model had better predictive value for well-being index than one-dimensional CSW model.

參考文獻


毛國楠、劉政宏、彭淑玲、李維光、陳慧娟(2008)。能力信念、學業自我價值後效與學業成就對國小學生學習動機與學習情緒之影響。教育心理學報。39,569-588。
林文聰(2004)。國中學生之家庭功能、學校適應與幸福感之相關研究。國立彰化師範大學教育研究所=National Changhua University of Education。
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簡晉龍、李美枝、黃囇莉(2009)。幸福之路:雙重自我建構的分流與匯合。中華心理學刊。51,453-470。

被引用紀錄


賴穎萱、蔡宇哲、廖思涵、吳相儀(2023)。「成人強項量表」之編製與信效度分析測驗學刊70(2),79-107。https://www.airitilibrary.com/Article/Detail?DocID=16094905-N202307080011-00001

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