大學生人格特質、延宕滿足及挫折容忍關係之研究

本研究目的主要探討大學生人格特質、延宕滿足與挫折容忍力之關係。研究方式採問卷調查法，採用三個量表作為研究工具，包含「人格特質量表」、「延宕滿足量表」及「挫折容忍力量表」。此次調查共發放350份問卷，回收300份有效問卷，有效回收率為85.71%，經資料分析後，本研究結果歸納如下：（一）營造家庭正向環境。大學生在人格特質量表中之「謹慎性」影響最為顯著，意旨謹慎性可預測挫折容忍力的可能性最高。家庭是人格特質養成的重要關鍵，建議營造家庭正向環境，並且父母能以身作則當孩子的榜樣，在成長過程可以指引孩子在選擇時能做出正向的選擇，有助益於孩子人格特質養成。（二）親子之間建立正向討論溝通橋梁且確實落實。依據延宕滿足量表研究結果，可以看見民主式管教風格及權威式管教風格皆優於放任式管教風格，建議親子之間建立正向討論溝通橋梁。因此，建議父母在管教孩子的時候必須要遵守自身原則，並培養孩子的自制力，確實落實有助於孩子延宕滿足能力養成。（三）協助孩子自我面對挫折。民主式管教風格在學業挫折容忍及人際挫折容忍有顯著差異，且優於放任式。意旨父母在教育孩子的時候應該要採取「給予支持，少懲罰多鼓勵」的教育型態，當孩子遇到困難無法達到預期目標時，容易出現挫折容忍力，此時應該給予支持並使用策略讓孩子能夠自我面對挫折，可以採用「認識挫折情緒」、「提升延宕滿足能力」及「提升解決問題動機」等策略，促使大學生在各面皆能提升挫折容忍力，調適自己的心情，不讓自己被挫折吞噬。（四）定期辦理親子活動。透過學校辦理活動，藉機邀請家長一起同樂，可以促進親子之間關係，亦可透過電影及講座宣導讓家長和學生了解家庭的重要性，親子活動可以讓家長和學生一起參與，期間可觀察學生延宕滿足及挫折容忍的能力，家長及教師可以機會教育，讓學生明白遇到挫折時應該要如何調適自己的情緒及行為。（五）教師增進知能，提供學生適性課程。學校教師及行政單位皆需增進專業知能，並且設計相關課程讓學生有機會促進延宕滿足與挫折容忍力的能力，可設計情境讓學生省思，面對兩難選擇及挫折後如何讓自己變得更好更堅強，特別是以挫折後情緒及行為為主題，學生可藉由活動中的體驗去省思。

關鍵字

人格特質；延宕滿足；挫折容忍力

並列摘要

The purpose of this research is to explore the relationship between college students' personality traits, delayed gratification and frustration tolerance. The research method adopts the questionnaire survey method and uses three scales as research tools, including the ＂Personality Quality Scale＂, ＂Delayed Satisfaction Scale＂ and ＂Frustration Tolerance Scale＂. A total of 350 questionnaires were distributed in this survey and 300 valid questionnaires were returned. The effective recovery rate was 85.71%. After data analysis, the results of this study are summarized as follows: (1) Create a positive family environment. Undergraduates have the most significant influence on the ＂Prudence＂ in the personality traits scale, which means that caution can predict the highest probability of frustration tolerance. Family is an important key to the development of personality traits. It is recommended to create a positive family environment, and parents can lead by example as children's role models. During the growth process, they can guide children to make positive choices when making choices, which is conducive to the development of children's personality traits. . (2) Establish positive discussion and communication bridges between parents and children and implement them. According to the research results of the Delay Satisfaction Scale, it can be seen that both the democratic and authoritative management styles are better than the laissez-faire management style. It is recommended to establish a positive discussion and communication bridge between parents and children. Therefore, it is recommended that parents must abide by their own principles when disciplining their children, and cultivate their children's self-control, which will help children delay the development of gratification. (3) Help children face setbacks for themselves. The democratic discipline style has significant differences in tolerance of academic frustration and tolerance of interpersonal frustration, and is better than laissez-faire. It is intended that when parents educate their children, they should adopt the educational style of ＂give support, less punishment and more encouragement＂. When children encounter difficulties and cannot achieve the expected goals, they are prone to frustration tolerance. At this time, they should give support and use strategies Children can face setbacks on their own. They can use strategies such as ＂recognizing frustrations＂, ＂improving delayed gratification＂ and ＂improving problem-solving motivation＂ to encourage college students to improve their frustration tolerance in all aspects, adjust their mood, and prevent I was swallowed by frustration. (4) Regularly handle parent-child activities. The school organizes activities and takes the opportunity to invite parents to have fun together, which can promote the relationship between parents and children. It can also promote the importance of families to parents and students through films and lectures. Parent-child activities can allow parents and students to participate together. By observing students' ability to delay gratification and tolerance of frustration, parents and teachers can have the opportunity to educate and let students understand how to adjust their emotions and behaviors when encountering frustration. (5) Teachers enhance knowledge and ability and provide students with suitable courses. School teachers and administrative units need to improve their professional knowledge, and design relevant courses to give students the opportunity to promote the ability to delay gratification and frustration tolerance, and design scenarios for students to reflect on how to make themselves better after facing dilemmas and setbacks It’s better to be stronger, especially with the theme of emotions and behavior after setbacks. Students can reflect on the experience of the activity.