大學生同理心、情緒智商與生涯自我效能 之相關研究

A Study of the Relationships among Empathy, Emotional Intelligence and Career self-efficacy of College Students

林曼琳(Man-Lin Lin)

指導教授 ： 游淑華

台南應用科技大學/生活科技學院/生活服務產業系生活應用科學碩士班/碩士(2022年)

摘要

本研究旨在瞭解大學生同理心、情緒智商與生涯自我效能的相關性及其在性別、年級與照顧服務傾向上的差異性。本研究以科大學生為對象，採用問卷調查法，使用同理心、情緒智商、生涯自我效能等三個量表，發出1244份問卷，共得有效問卷1024份，回收率82.31％。資料收集後，以SPSS20版進行統計考驗:描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關分析和迴歸分析。
研究結果如下：1.女性同理心中的「情緒感染」、「認知同理」高於男性，但「情緒去連結」低於男性；二、三年級的同理心中的「情緒感染」高於一年級，「情緒去連結」則是一、四年級高於二年級；高照顧服務傾向組在同理心上的「情緒感染」高於低照顧服務傾向組，低照顧服務傾向組則在「情緒去連結」高於高、中照顧服務服務傾向組。2. 女性情緒智商中的「他人情緒評估」高於男性，但「自我情緒評估」、「情緒調節」和「情緒運用」均低於男性；二年級的情緒智商中「他人情緒評估」高於一年級；高、中照顧服務傾向組情緒智商中的「他人情緒評估」高於低照顧服務傾向組；高照顧服務傾向組「情緒運用」高於中照顧服務傾向組。3.男性在生涯自我效能中的「職業資料的蒐集」高於女性，其餘的生涯自我效能構面均無性別差異；三、四年級在生涯自我效能中的「未來計劃之擬定」高於一年級；高照顧服務傾向組在生涯自我效能中的「目標選擇」高於中、低照顧服務傾向組，高照顧服務傾向組在「正確的自我評量」高於低照顧服務傾向組。4.本研究所關注的同理心、情緒智商與生涯自我效能三個變項間呈現顯著相關，再細部分析結果可發現:a.同理心中的「情緒感染」與情緒智商中的「他人情緒評估」呈顯著正相關，與「情緒調節」則呈顯著負相關；同理心中的「認知同理」與情緒智商中的「自我情緒評估」、「他人情緒評估」、「情緒調節」和「情緒運用」呈顯著正相關。同理心的「情緒去連結」與情緒智商中的「情緒調節」呈顯著正相關；但與「他人情緒評估」呈顯著負相關。b.同理心中的「認知同理」與生涯自我效能中的「職業資料的蒐集、目標選擇、問題解決、正確的自我評量、未來計畫之擬定」呈顯著正相關。c.情緒智商中的所有構面（自我情緒評估、他人情緒評估、情緒調節、情緒運用）與生涯自我效能中的所有構面（職業資料的蒐集、目標選擇、問題解決、正確的自我評量、未來計畫之擬定）皆呈顯著正相關。5.本研究所設定的同理心與情緒智商對於大學生生涯自我效能確實具有解釋力，再細部分析結果可發現:a.大學生同理心對生涯自我效能具有解釋力，主要解釋來源為「情緒感染」與「認知同理」。b.大學生情緒智商對生涯自我效能具有解釋力，主要解釋來源為「自我情緒評估」、「他人情緒評估」與「情緒運用」。c.大學生同理心與情緒智商對生涯自我效能具有解釋力，主要解釋來源為「情緒感染」、「認知同理」、「情緒去連結」、「自我情緒評估」、「他人情緒評估」、「情緒調節」與「情緒運用」。據此，本研究結果可做為大學生生涯教育與輔導之用。

關鍵字

同理心 ； 情緒智商 ； 生涯自我效能

並列摘要

The purpose of this study was to investigate the relationships among empathy, emotional intelligence and career self-efficacy, while at the same time investigating how gender, age and care service tendency influences technology university students. The subjects of the study were 1024 technology university students. The study adopted a method of questionnaire survey. Instruments used in this study were “Empathy Scale”, “Emotional Intelligence Scale”, and “Career Self-Efficacy Scale”. Through SPSS 20.0, descriptive statistical analysis, independent sample t test, one-way ANOVA, Pearson correlation analysis, and regression analysis are adopted to analyze data.
The main findings of this study were as follows: 1. The empathy of female is higher than male on emotional contagion and cognitive empathy, but emotional disconnection of female is lower than male; The empathy of second and third grade student is higher than first grade on emotional contagion, but emotional disconnection of first and fourth grade student is higher than second grade; The empathy of high care service tendency on cognitive empathy is higher than low care service tendency. Low care service tendency on emotional disconnection is higher than high care service tendency and middle care service tendency. 2. The emotional intelligence of female is higher than male on others’ emotion appraisal, but self-emotion appraisal, regulation of emotion, use of emotion are lower than male; The emotional intelligence of second grade students on others’ emotion appraisal is higher than first grade; The emotional intelligence of high and middle care service tendency on others’ emotion appraisal is higher than low care service tendency; The emotional intelligence of high and middle care service tendency on use of emotion is higher than middle care service tendency. 3. The career self-efficacy of male is higher than female on gathering occupational information, Others career self-efficacy no gender difference. The career self-efficacy of third and fourth grade students on making plan for the future is higher than first grade. The career self-efficacy of high care service tendency on goal selection is higher than middle and low care service tendency. High care service tendency on accurate self-appraisal is higher than low care service tendency. 4. Within empathy, emotional intelligence, and career self-efficacy were significantly positive correlated with each other. It can tell that: a. The emotional contagion of empathy is positive correlated with the others’ emotion appraisal of emotional intelligence, but significantly negative correlated with regulation of emotion; The cognitive empathy of empathy is significantly positive correlated with the self-emotion appraisal, others’ emotion appraisal, regulation of emotion, and use of emotion. The emotional disconnection of empathy is significantly positive correlated with the regulation of emotion of emotional intelligence; But is negative correlated with the others’ emotion appraisal. b. The cognitive empathy of empathy is significantly positive correlated with gathering occupational information, goal selection, problem solving, accurate self-appraisal, and making plan for the future c. All part of emotional intelligence is significantly positive correlated with all part of career self-efficacy. 5. The empathy and emotional intelligence set in this study do have explanatory power for college students' career self-efficacy, detailed analysis results can be found: a. Technology university students' empathy has explanatory power on career self-efficacy, main explanation is on emotional contagion and cognitive empathy. b. Technology university students' emotional intelligence has explanatory power on career self-efficacy, main explanation is on self-emotion appraisal, others’ emotion appraisal and use of emotion. c. Technology university students' empathy and emotional intelligence have explanatory power on career self-efficacy, main explanation is on emotional contagion, cognitive empathy, emotional disconnection, self-emotion appraisal, others’ emotion appraisal, regulation of emotion and use of emotion. Therefore, results of this study can be used for technology university students' career education and counseling.

並列關鍵字

empathy ； emotional intelligence ； career self-efficacy

參考文獻

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.

【中文部分】

毛菁華(2015)。大學生父母支持、父母期待對生涯未定向的影響暨生涯自我效能的中介效果。國立交通大學教育研究所。

王立懿(2020)。微笑面具的背後：情緒智商與離職意願之研究—以台灣某國際航空公司空服員為例。輔仁大學國際管理碩士學位學程。

王佳玲(2004)。大學生情緒智力信念、創造力信念與情緒智力、創造力之關係。國立政治大學教育研究所。