大學生出國研習對其多元文化人格、生活滿意度、憂鬱與焦慮影響之研究─以淡江大學為例

How personality matters: The Relations of Multicultural personality to Life quality and Adjustment ─ A Case study of Tamkang University

吳羽柔(Yu-Rou Wu)

指導教授 ： 林淑萍

共同指導教授 ： 徐加玲(Chia-Ling Hsu)

淡江大學/教育學院/教育心理與諮商研究所碩士班/碩士(2016年)

https://doi.org/10.6846/TKU.2016.00482

摘要

本研究旨在瞭解大學生出國研習對其多元文化人格、生活滿意度、憂鬱與焦慮之影響，並針對各變項進行差異、相關和預測的探討；因淡江大學國際暨兩岸事務處推動相關政策，與本研究屬性相符，故本研究採取立意抽樣，選擇淡江大學的大三學生作為研究對象，共計回收有效樣本，前測樣本為304份，後測樣本為294份。研究工具包括「生活滿意度量表」、「多元文化人格問卷」、「憂鬱焦慮量表」及「背景資料」，以問卷調查進行施測。所得資料以描述統計、獨立樣本ｔ檢定、單因子變異數分析、Pearson積差相關與簡單迴歸分析等統計方法進行處理，研究結果歸納如下：
ㄧ、大學生出國研習前後的生活滿意度皆呈現中等程度。
二、大學生出國研習後在多元文化人格的呈現普遍為中上程度，其中以文化同
理心為最高。
三、大學生出國研習後的憂鬱焦慮感普遍在低度程度。
四、大學生出國研習前後的多元文化人格、生活滿意度與憂鬱焦慮在不同性別
無顯著差異。
五、大學生出國研習前後的多元文化人格、生活滿意度與憂鬱焦慮在不同學院
無顯著差異。
六、大學生出國研習後，其整體多元文化人格與生活滿意度於呈現顯著正相關；
其中情緒穩定性與生活滿意度的相關最高。
七、大學生出國研習後，其整體多元文化人格與憂鬱焦慮呈現顯著負相關。
八、多元文化人格與憂鬱焦慮於出國研習後可預測大學生的生活滿意度，且多
元文化人格對的預測力高於憂鬱焦慮。
最後，依據本研究結果，對心理治療與教育相關實務工作，以及未來研究方向提出相關建議，以期能進一步協助勇於挑戰自我的大學生於出國前做好適應準備並鼓勵大學生出國研習。

關鍵字

大學生 ； 出國研習 ； 多元文化人格 ； 生活滿意度 ； 憂鬱焦慮

並列摘要

The objective of this study is to release the influence on cross-cultural experiences of students who had studying abroad, including multicultural personality, life satisfaction, depression and anxiety, and to investigate the correlation, differences, and prediction among them. Because of the overseas learning program was promoted by the office of international and cross-strait affairs at Tamkang University, and this study is of the same properties with the program, this study take purposive sampling to select students of Tamkang University as the research objects. Total effective samples of this study includes 304 pre-test samples and 294 post-test samples. The instruments of this study include multicultural personality questionnaire, satisfaction with life scale, depression anxiety stress scales and basic personal information. Collected data in the quantitative investigation were analyzed by descriptive statistics, t-test, ANOVA,Pearson’s correlation and simple regression analysis. The results of the study included:
(1) Before and after studying abroad, students' life satisfaction both are in medium level.
(2) After studying abroad, students' multicultural personality is above average, and cultural empathy is the highest one among the five dimensions.
(3) After studying abroad, students' depression and anxiety are in low level.
(4) Before and after studying abroad, there is no significant differences between genders in aspects of students' multicultural personality, life satisfaction, depression and anxiety.
(5) Before and after studying abroad, there is no significant differences between different colleges in aspects of students' multicultural personality, life satisfaction, depression and anxiety.
(6)After studying abroad, students' overall multicultural personality shows significantly positive correlation with life satisfaction, and emotional stability is the highest one among the five dimensions.
(7)After studying abroad, students' overall multicultural personality shows significantly negative correlation with depression and anxiety, and emotional stability is the highest one among the five dimensions.
(8)Multicultural personality, depression and anxiety can predict students’ life satisfaction. Also, multicultural personality can be more valid predictor to students’ life satisfaction than depression and anxiety.
Finally, according to the results of this study, suggestions for psychological therapy, education associated practical work and future researches, researcher makes recommendations and looks forward to that the school and the related units can encourage them to challenge themselves and assist students be ready to adapt themselves before the students going abroad.

並列關鍵字

study abroad ； multicultural personality ； life satisfaction ； depression and anxiety

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