不同GSR類型大學生對心理社會壓力來源的知覺與反應

The Perception and Responses of College Students with Different GSR Patterns to Psychosocial Stressors

林清山(Chen-Shan Lin)

《教育心理學報》 15期 (1982/06) Pp. 85-96

https://doi.org/10.6251/BEP.19820601.6

摘要

根據記錄GSR「波形」的結果，將四十二名大一及大二學生分爲高-高振幅組(H-H)、高-低振幅組(H-L)、和低-低振幅組(L-L)三組，使他們在「無旁觀者」和「有旁觀者」情境中，參加唐詩復誦和瑞文氏圖型補充測驗的活動，藉以探討三組受試者在心理社會壓力情境中的反應之差異。然後，研究者又請受試者就「壓力大小」、「可控制性」、和「穩定性」三個向度評定「學校生活心理壓力評定表」上所列的十六種學校生活事件，藉以瞭解三組受試者對具有心理壓力的學校生活事件的知覺之不同。
利用多變項變異數分析和共變數分析處理實驗資料結果，顯示：H-H、H-L、和L-L這三組受試者在依變項「GSR絕對電阻」和「瑞文氏圖型補充測驗成績」方面並無顯著差異存在。利用區别分析和分類統計處理評定量表的結果，顯示：無法根據區别函數明確區分出H-H、H-L、和L-L的三組受試者。研究者强調GSR「波形」並不是可以用來代替人格測驗的良好指標。本研究仍較支持筆者過去的研究裹「情緒生理指標與人格量數無關」的說法。

並列摘要

Forty-two undergraduates were classified into High-High Amptitude Group (H-H), High-Low Amptitude Group (H-L), and Low-Low Amptitude Group (L-L), according to the change patterns of their GSR waves. They were asked to reiterate classical Chinese poems and to take ”subtests” of Raven's Progressive Matrices. Their lowest absolute skin resistance and scores on Raven's ”subtests” were recorded before and after their performance being observed by their classmates. The subjects' perception of stressors was assessed by a rating scale of semantic differential type, with sixteen school-life events as its concepts, and with ”Magnitude”, ”Controllability”, and ”Stability” as its concepts. Data thus obtained were analyzed by MANOVA, MANOCOVA, discriminant analysis and classification statistics. The results were as follows: (1) So far as their responses to psychosocial stressors were concerned, there was no significant difference among H-H, H-L, and L-L groups, though the stress was proved to be strong enough. (2) There were only 50% correct classifications. (3) There were no significant discriminant functions with which the H-H, H-L, and L-L groups may best be classified. Thus, it was concluded that physiological indices, such as change pattern of GSR waves, may not be used as a good measure of one's personality.