軍校生依附關係、挫折容忍力與情緒穩定之相關研究-以陸軍專科學校學生為例

A Study on the Attachment Relationship, Frustration Tolerance and Emotional Stability of Military School Students - Take the Army College Students as an Example

孫慧娟(Huei-Jiuan Sung)

指導教授 ： 張玉茹

國立暨南國際大學/教育學院/心理健康與諮詢碩士學位學程在職專班/碩士(2021年)

https://doi.org/10.6837/ncnu202100006

摘要

本研究目的旨在探討軍校生依附關係、挫折容忍力與情緒穩定的關係。以陸軍專科學校學生為研究對象，採用網路問卷方式進行抽樣問卷收集資料，共計496份有效問卷。研究工具包含「父母依附量表」、「挫折容忍力量表」及「情緒穩定量表」。調查所得資料以平均數、標準差、t考驗、單因子變異數、皮爾森積差相關及逐步多元迴歸進行統計分析。
本研究結果歸納如下：
一、軍校生之母親依附及父親依附關係為中等以上，在整體依附關係上具有良好之依附品質。
二、軍校生之學業挫折容忍力與人際挫折容忍力為中等以上程度，在整體上具有較佳的挫折容忍力。
三、軍校生在整體情緒穩定的程度上普遍較佳。
四、不同年級的軍校生在依附關係上有顯著差異；而不同性別、家庭社經地位的軍校生在依附關係上沒有顯著差異。
五、不同性別的軍校生在挫折容忍力上有顯著差異；而不同年級、家庭社經地位的軍校生在挫折容忍力上沒有顯著差異。
六、不同性別、年級的軍校生在情緒穩定上有顯著差異；而不同家庭社經地位的軍校生在情緒穩定上沒有顯著差異。
七、軍校生在依附關係與挫折容忍力有顯著相關。
八、軍校生在依附關係與情緒穩定上有顯著相關。
九、軍校生在挫折容忍力與情緒穩定上有顯著相關。
十、軍校生在依附關係、挫折容忍力對情緒穩定有顯著預測力。
根據上述研究結果，本研究提出相關建議，以供未來研究參考。

關鍵字

依附關係 ； 軍校生 ； 挫折容忍力 ； 情緒穩定

並列摘要

The purpose of this study was to explore the relationship among attachments, frustration tolerance and emotional stability of military school students. This research collect data by sampling questionnaires using online, collected a total of 496 valid sample from the army college students. The study utilized of “ Parental Attachment Scale “, “Frustration Tolerance Scale “ and “Emotional Stability Scale “. The collected data were analyzed through the calculations of mean, standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis.
The results of this study were summarized as follows:
1.The attachments between the mother and father of military school students is above average, have a good quality of dependence in the overall dependence attachments.
2.The tolerance of academic frustration and interpersonal frustration of military school students is above average, have better tolerance for frustration tolerance.
3.Military school students are generally better in terms of overall emotional stability.
4.There were significant difference in attachment between different grades of military school students; there were no significant difference in attachment between different sexualities and socioeconomic statuses of military school students.
5.There were significant difference in frustration tolerance between different sexualities of military school students; there were no significant difference in frustration tolerance between different grades and socioeconomic statuses of military school students.
6.There were significant difference in emotional stability between different sexualities and grades of military school students; there were no significant difference in emotional stability between different socioeconomic statuses of military school students.
7.There were significant positive correlations of military school students between attachments and frustration tolerance.
8.There were significant positive correlations of military school students between attachments and emotional stability.
9.There were significant positive correlations of military school students between frustration tolerance and emotional stability.
10.Emotional stability could be well predicted by attachments and frustration tolerance of military school students.
According to the results, the researcher offered some suggestions for further studies.

並列關鍵字

Attachment ； Military School Students ； Frustration Tolerance ； Emotional Stability

參考文獻

吳麗娟（1986）。理情教育課程對國中學生理性思考、情緒穩定與自我尊重之影響。教育心理學報，19，177-218。

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