高中職學生自尊、同儕互動、身體意象與愛情態度之相關研究

國內有關高中職學生愛情態度的研究多集中在「媒體與網路」對「愛情態度」的關係。雖然部分研究指出，愛情態度源自於家庭與學校為塑造愛情態度的重要來源。但均未深入探討其心理層面的影響因素，因此本研究將更進一步探討高中職學生的個人背景、自尊、同儕互動、身體意象與愛情態度的相關。本研究採問卷調查，以分層叢集抽樣法，先將台中縣都市化等級區分，再就各等級所佔高中職班級數之比率，依照學校班級數多寡所佔比率等抽取台中縣二、三年級學生為樣本，正式問卷發放1265 份，所得資料以雙因子變異數分析，進行分析與討論本研究結論如下：一、不同性別與個人背景在愛情態度結果顯示，男生較女生有達顯著差異水準，在「性別」、「異性交友狀況」、「父母管教方式」、「親子關係」對愛情態度全量表的關係達顯著相關。二、不同性別與自尊、同儕互動、身體意象在愛情態度結果顯示，男生較女生有達顯著差異水準，在「性別」、「自尊」、「同儕互動」、「身體意象」對愛情態度全量表的關係達顯著相關。三、不同性別與異性交友狀況、父母管教方式、親子關係在自尊、同儕互動、身體意象結果顯示，「自我學習」、「自我能力」、「自我喜愛」男生較女生有達顯著差異水準；「信任尊重」、「親密依賴」女生較男生有達顯著差異水準；「外表適應」女生較男生有達顯著差異水準；「身體各部位滿意度」男生較女生有達顯著差異水準。

關鍵字

自尊；同儕互動；身體意象；愛情態度；親子互動關係

並列摘要

In Taiwan, most studies about high school students’ love attitudes are focused on the association that how “media and internet” affect “love attitudes”. Some researches indicated that the attitudes of love are formed mainly from families and schools but few researches would discuss further their psychological factors. Therefore, the study will further explore high school students’ personal background, self-esteem, peer interaction, and body image – all factors are related to love attitude. The survey used questionnaire that conducted by stratified cluster sampling method. First, Taichung County was divided into two levels of urbanization, and then accounted for ratio of the number of high school classes of each level. According to the size of percentage of the number of classes of high school, we took 2nd and 3rd grade high school students as sample and 1265 questionnaire were issued to them. Those data were progressed into ANOVA and the results have been discussed and analyzed as follows: 1. The result of love attitude in different gender and personal background shows that boys have significant differences compared with girls do in "gender," "opposite-sex friendship", "parenting style", and "parent-child relationship." Boys are obviously related to love attitude scale. 2. The result of love attitude in self-esteem, peer interaction and love attitude shows that male students have significant differences compared with female students do in "gender," "self-esteem", "peer interaction", and "body image." Boys are obviously related to love attitude scale. 3. The result of love attitude in opposite-sex friendship, parenting style, and parent-child relationship shows that male students have significant differences compared with girls do in "self-learning", "self-ability", and "self-affection". But girls have greater differences in “trust and respect”, “intimacy- dependence” and “appearance adaptation” as well. On the other hand, boys have obvious differences in “whole body-figure satisfaction”