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高中職學生家庭系統分化、自我概念對其人際衝突解決策略的預測研究─自我概念的中介效果

Prediction of Resolution Strategy for Interpersonal Conflicts Arising from Family System Differentiation and Self-Concept of High School Students: Mediational Effects of Self-Concept

摘要


本研究旨在驗證家庭系統分化對人際衝突解決策略的預測效果,並檢視自我概念的中介效果。本研究係採用問卷調查法,並以台南縣市高中職學生為對象,共計1501人。研究工具包含「家庭系統分化量表」、「自我概念量表」及「人際互動量表」。研究結果分二方面說明,在直接預測效果上發現:(1)除「忍讓」策略外,「母子」、「父子」與「婚姻」次系統分化均能有效預測「競爭」、「逃避」與「協調」策略,但其影響力各有所不同(2)各次系統分化越好,越傾向採取理智性策略;反之,則較容易採取情緒性策略。其中值得注意的是,「婚姻」次系統分化對所有情緒性策略均具有預測力。至於自我概念的中介效果部份,則發現:(1)在「競爭」策略上,「個人我」無中介效果存在;但「關係我」則具有強力的中介效果。(2)在「逃避」策略上,「個人我」具有部分中介效果;但「關係我」則具有強力的中介效果。(3)在「協調」策略上,「個人我」與「關係我」均只具有部分中介效果。(4)在「忍讓」策略上,則「個人我」與「關係我」均無中介效果存在。此外,就整體效果而言,「關係我」的中介效果大於「個人我」,且其影響機制主要表現在情緒性策略上。

並列摘要


The aim of this study was to test the effects of family system differentiation on the resolution strategy for interpersonal conflictsand to examine the mediational effects of self-concept. The study surveyed 1,501 students from senior or vocational high schools in Tainan City and County, Taiwan. The instruments used in this study included: (a) the Family System Differentiation Scale, (b) the Self-Concept Scale, and (c) the Interpersonal Interaction Scale. In terms of direct prediction effects, the results showed that: (a) Other than forbearance, mother-son, father-son and marital sub-system differentiation all effectively predicted the ”competition”, ”evasion” and ”coordination” strategies, although their influence varied. (b) The better the differentiation of respective sub-systems, the more likely the rational ”coordination” strategy was to be taken. Conversely, emotional ”competition” and ”evasion” strategies also tended to be taken. It is particularly noteworthy that marital sub-system differentiation was predictive of all emotional strategies. The influence of father-son differentiation outperformed that of mother-son differentiation in regard to employing a rational strategy, but the reverse was true for emotional strategies. In terms of the mediational effects of self-concept, it was found that: (a) with the competition strategy, the ”individual self” had no mediational effect, whereas the ”rational self” showed a strong mediational effect; (b) With the evasion strategy, the ”individual self” had some mediational effect, while the ”rational self” presented a strong mediational effect; (c) with the coordination strategy, the ”individual self” and ”rational self” only had a limited mediating effect; (d) With the ”forbearance” strategy, the ”individual self” and ”rational self” did not have a mediational effect. Furthermore, as a whole, the mediational effect of ”rational self” was greater than that of ”individual self”, and its influence mechanism was mainly applied to the emotional strategy. Implications and recommendations as well as directions for future research were discussed.

被引用紀錄


黃瓊儀、游錦雲、吳怡慧(2018)。國中普通班身心障礙學生親子互動、自我概念與學校適應之關係研究教育科學研究期刊63(1),103-140。https://doi.org/10.6209/JORIES.2018.63(1).04

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