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研究生:王泳貴
論文名稱:國小教師人際依附風格、人際溝通能力與人際溝通滿意度之關係研究
論文名稱(外文):A Study of Relationship between Attachment Styles, Interpersonal Communication Competence, and Interpersonal Communication Satisfaction of Elementary School Teachers
指導教授:邱珍琬邱珍琬引用關係
學位類別:碩士
校院名稱:國立屏東師範學院
系所名稱:教育心理與輔導研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:115
中文關鍵詞:人際依附風格人際溝通動機人際溝通知識人際溝通技巧人際溝通能力人際溝通滿意度
相關次數:
  • 被引用被引用:148
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  • 下載下載:1529
  • 收藏至我的研究室書目清單書目收藏:32
本研究旨在瞭解國小教師之人際依附風格、人際溝通能力和人際溝通滿意度的相關情形,並探討不同地區、學校規模、性別、年齡、任教年資、是否兼任行政職務教師人際溝通動機、人際溝通知識、人際溝通技巧和人際溝通滿意度之差異。為達到上述研究目標,本研究使用「人際依附風格量表」、「人際溝通動機量表」、「人際溝通知識量表」、「人際溝通技巧量表」、「人際溝通滿意度量表」為研究工具,使用叢集抽樣的方式,以南部四縣市650位國小教師進行調查。調查所得的結果分別採單因子變異數分析,積差相關、多元迴歸等統計方法、典型相關加以分析,其研究結果如下:
一、不同人際依附風格教師在人際溝通動機、人際溝通知識、人際溝通技巧、人際溝通滿意度上皆有顯著差異。
二不同性別國小教師在人際溝通知識上有顯著差異,男性國小教師人際溝通知識顯著高於女性國小教師。
三、不同年資國小教師在人際溝通知識上有顯著差異。
四、不同行政職務國小教師在人際溝通知識、人際溝通技巧上有顯著差異,兼學校行政國小教師人際溝通知識、人際溝通技巧皆顯著高於非兼學校行政國小教師。
五、國小教師人際溝通動機、人際溝通知識和人際溝通滿意度、人際溝通技巧皆有顯著相關。
六、人際依附風格、人際溝通動機、人際溝通知識、人際溝通技巧可以有效預測人際溝通滿意度,就個別變項的預測力而言,以人際溝通技巧最大,其次是人際溝通動機、人際溝通知識、人際依附風格。
七、人際依附風格和人際溝通技巧之間有顯著典型相關存在。
由於教師人際溝通能力有助於教學、親師和行政溝通,因此基於以上研究結果,本研究針對教師和學校行政以及未來研究提出以下幾點建議:
一、教師本身和學校行政的建議
1.不同人際依附風格國小教師應瞭解自身在人際溝通能力上的長處和改進之處。
2.增進國小教師人際溝通技巧,以增進人際溝通滿意度
二、對未來研究的建議:
1.研究樣本部分:擴大取樣範圍,以加強樣本的代表性。增加取樣的對象,以增加樣本的變異性。人際溝通能力除了自評之外,也可以請其他人加以評定,以增加人際溝通能力評定的客觀性。
2.研究工具部分:建議後續研究者可先進行質性研究以發掘其他的人際溝通能力因素,以發展出更適合本土的人際溝通能力量表。
3.研究變項部分:影響人際溝通滿意度的因素十分複雜,因此既有的因素之外,後續研究者可以考慮增加其他因素的變項加以預測。
A Study of Relationship between Attachment Styles, Interpersonal Communication Competence, and Interpersonal Communication Satisfaction of Elementary School Teachers
Abstract
The purpose of this study was to understand the relationship between attachment styles, interpersonal communication competence, and interpersonal communication satisfaction of elementary school teachers. Personal variables such as school area, school size, gender, age, years of service, position were used to study their relationship to the degree of interpersonal communication motive, interpersonal communication knowledge, interpersonal communication skill, and interpersonal communication satisfaction. The measures applied in this study included Attachment Styles Inventory, Conversational Motivation Scales, Conversational Knowledge Scales, The Conversational Skills Rating Scale, Interpersonal Communication Satisfaction Inventory. The participants, selected by stratified proportional cluster sampling, consisted of 650 primary school teachers from four cities and counties in southern Taiwan. The obtained date was analyzed by One-way ANONA, Pearson product moment correction, Canonical correlation and regression analysis.
The results of the study included:
1.Different attachment styles in interpersonal communication motive, interpersonal communication knowledge, interpersonal communication skill, and interpersonal communication satisfaction were significantly different.
2.Different gender in the scores of interpersonal communication knowledge were significantly different.
3.Different years of service in the scores of interpersonal communication knowledge were significantly different.
4.Different position in the scores of interpersonal communication knowledge and communication skill were significantly different.
5.There was significant correlation between interpersonal communication motive, interpersonal communication knowledge, interpersonal communication skill, and interpersonal communication satisfaction.
6.Interpersonal communication skill could predict interpersonal communication satisfaction. ,better than interpersonal communication motive , interpersonal communication knowledge, and Attachment styles did.
7.There was significant correlation between attachment styles and interpersonal communication skill.
Based on the results, some suggestions to school educators were provided in the study. These recommendations also contributed studies with related topics.
目 錄
第一章 緒 論
第一節 研究動機與目的………………………………………1
第二節 研究問題………………………………………………3
第三節 名詞釋義………………………………………………4
第二章 文獻探討
第一節 依附關係理論…………………………………………6
第二節 人際溝通理論…………………………………………14
第三節 相關研究………………………………………………24
第三章 研究方法
第一節 研究架構………………………………………………31
第二節 研究假設………………………………………………32
第三節 研究對象………………………………………………34
第四節 研究工具………………………………………………35
第五節 研究程序………………………………………………39
第六節 資料處理………………………………………………42
第四章 結果與討論
第一節 不同人際依附風格教師人際溝通動機、人際溝通知 識、人際溝通技巧、人際溝通滿意度差異情形……43
第二節 不同背景教師人際溝通動機、人際溝通知識、人際溝通技巧、人際溝通滿意度差異情形………………49
第三節 國小教師人際溝通動機、人際溝通知識、人際溝通技巧、人際溝通滿意度相關情形……………………59
第四節 人際依附風格、人際溝通動機、人際溝通知識、人際溝通技巧對人際溝通滿意度之預測力分析………62
第五節 小學教師之人際依附風格與人際溝通技巧之相關分析…………………………………………………65
第五章 結論與建議
第一節 研究發現………………………………………………71
第二節 結論……………………………………………………75
第三節 建議……………………………………………………84
參考文獻
中文部份…………………………………………………………89
英文部份…………………………………………………………91
附 錄
附錄一 樣本人數分配表……………………………………100
附錄二 人際溝通能力預試問卷……………………………104
附錄三 人際溝通動機預試分析表…………………………107
人際溝通知識預試分析表…………………………107
人際溝通技巧預試分析表…………………………108
附錄四 人際溝通能力正式問卷……………………………109
附錄五 研究工具使用同意書………………………………114
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