高雄市國中生分離－個體化、共依附與人際行為之研究

A Study of Interpersonal Behavior in Relation to Separation-Individuation and Codependency of the Junior High School Students in Kaohsiung City

林欣蓓(Hsin-Pei Lin) ； 陳宇平(Yu-Ping Chen)

《諮商心理與復健諮商學報》 33期 (2019/12) Pp. 45-68

https://doi.org/10.6308/JCPRC.201912_(33).0003

摘要

研究目的：探討現今國中生在分離－個體化、共依附和人際行為間的現況與關聯性。研究方法：以分層隨機抽樣法抽取高雄市17所國中七、八、九年級學生共1,066位學生，其中男生501位，女生565位，以「青少年分離－個體化量表」、「共依附量表」及「人際行為量表」進行資料收集，並以單因子多變量變異數分析、單變量變異數分析、積差相關及多元逐步迴歸進行資料分析。研究結果：1.受試者在分離－個體化量表中以「健康分離」、共依附量表以「無法表達情感」、人際行為量表以「肯定、主動關愛」比例最高；2.「分離－個體化」與「生理性別」、「家庭氣氛」、「家庭型態」達顯著差異，與「共依附」、「人際行為」達顯著相關；「共依附」與「生理性別」、「年級」、「家庭氣氛」、「家庭型態」達顯著差異，與「人際行為」達顯著相關；「人際行為」與「生理性別」、「年級」、「家庭氣氛」達顯著差異；3.「生理性別」、「分離－個體化」與「共依附」對「人際行為」具有預測力；「年級」對「肯定」、「操縱控制」之「人際行為」亦具預測力。研究結論：1.女生呈現較高的「分離焦慮」和「共依附」傾向，然在「健康分離」、「肯定」和「主動關愛」也較男生高，男生則是「攻擊」傾向較高；2.「家庭氣氛」愈和諧，「分離－個體化」程度愈高，「家庭氣氛」愈不和諧，則「共依附」傾向愈高、「攻擊」傾向亦愈高；3.「年級」愈高，「透過關係獲得意義感」、「肯定」和「操縱控制」愈高；4.大家庭較其他型態家庭「自我讚賞」較高，而其他型態家庭較大家庭「共依附」傾向較高；5.「分離焦慮」愈高、「共依附」傾向愈高，而「健康分離」愈高，「肯定」和「主動關愛」愈高，另「自我讚賞」愈高、「主動關愛」和「操縱控制」愈高。文末針對未來研究與實務提供建議。

關鍵字

國中生 ； 分離－個體化 ； 共依附 ； 人際行為

並列摘要

Purpose: The purpose of this study was to investigate the situation and relationships among separation-individuation, codependency, and interpersonal behavior of the junior high school students. Methods: Based on stratified random sampling, there are 1,066 (501 boys and 565 girls) 7th, 8th and 9th graders in 17 junior high schools in Kaohsiung city in Taiwan involved in this research. The study adopted the methods of survey research, and the instruments used in this research included Separation-Individuation Test of Adolescence Scale, Spann-Fischer Codependency Scale, and Interpersonal Behavior Scale. The collected data were analyzed for means, MANOVA, ANOVA, Pearson product-moment correlation, and multiple stepwise regression. Results: The junior high school students have high level of healthy separation, lack of open expression of feelings, affirmation and active care. In terms of separation individuation, there is the significant difference on gender, atmosphere of family and type of family. In terms of codependency, there is the significant difference on gender, grade, atmosphere of family and type of family. In terms of interpersonal behavior, there is the significant difference on gender, grade and atmosphere of family. There is the moderately correlated significant correlation between separation individuation and codependency and interpersonal behavior. There is the modestly significant correlation between codependency and interpersonal behavior. In addition, gender of background variables, separation-individuation and codependency are more capable to predict their interpersonal behavior. Furthermore, grade of background variables is more capable to predict affirmation and control of interpersonal behaviors for junior high school students. Conclusions: In addition to the separation anxiety and codependency, girls are more likely to have healthy separation, affirmation and active care than boys. Boys have a higher tendency to attack. The junior high school students with harmony higher level of family atmosphere to have a higher tendency toward separation individuation. However, with lower harmony level of family atmosphere to have a higher tendency toward codependency and attack. The junior high school students with higher level of grade have a higher tendency toward personal meaning derived from relationships with others, affirmation, and control. The large family have higher level of self-admiration than other types of families. In addition, the other types of families is more than the large family have high level of codependency. The junior high school students with higher level of separation anxiety have a higher tendency toward codependency. The junior high school students with higher level of healthy separation have a higher tendency toward affirmation and active care. The junior high school students with higher level of self-admiration have a higher tendency toward active care and control. There were suggestions about practice and future studies indicated in the end of this article.

並列關鍵字

junior high school student ； separation individuation ； codependency ； interpersonal behavior

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