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研究生:賴韻竹
研究生(外文):Lai Yun-chu
論文名稱:自我評價歷程五向度模式初探及其對國中生幸福感的效果
論文名稱(外文):The Exploration of the Five Dimensions Model of Self-evaluation Process and the Effects on Well-being of Junior High School Students
指導教授:劉政宏劉政宏引用關係
指導教授(外文):Cheng-Hong Liu
學位類別:碩士
校院名稱:玄奘大學
系所名稱:應用心理學系碩士班
學門:社會及行為科學學門
學類:心理學類
論文種類:學術論文
論文出版年:2010
畢業學年度:98
語文別:中文
論文頁數:93
中文關鍵詞:正向評價回復性正向評價敏感性自我評價價性自我評價歷程五向度模式幸福感負向評價敏感性負向評價回復性
外文關鍵詞:restitution of negative evaluationrestitution of positive evaluationself-evaluationsensibility of negative evaluationsensibility of positive evaluationvalencewell-being
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以往有關自我評價或自尊的研究中,大多是由「價性」的角度,來瞭解個體在自我評價好壞上的個別差異,並發現個體在此方面的個別差異可以預測許多重要心理特質、行為及生活適應變項。在此研究基礎下,本研究主要有以下兩個研究目的:首先,由自我評價波動歷程的角度,將個體在有關自我評價方面的個別差異變項區分為價性、正向評價敏感性、負向評價敏感性、正向評價回復性與負向評價回復性等五個向度,並依據五個向度的相關情形提出「自我評價歷程五向度模式」。其次,瞭解自我評價歷程的五個向度對於幸福感的預測效果。本研究使用的工具包含自編的「自我評價歷程五向度量表」與「幸福感量表」,預試與正式研究對象分別為139和489位國中生,資料則先透過LISREL程式進行結構方程模式分析,檢驗「自我評價歷程五向度模式」相關概念,再透過多元迴歸分析瞭解自我評價歷程五個向度對於整體與分向度幸福感的預測效果。結果發現:
一、「自我評價歷程五向度模式」的檢驗結果
自我評價歷程五向度是彼此有所區別的概念,且「自我評價歷程五向度模式」具有理想的整體適配度與內在品質,大致獲得觀察資料的支持。
二、自我評價歷程五向度對整體幸福感與分向度幸福感(生活滿意度、身心健康、整體情緒、正向情緒、負向情緒)的預測效果
(一)自我評價價性對於整體幸福感,及生活滿意度、身心健康、整體情緒、正向情緒等分向度幸福感皆有正向預測效果,對於負向情緒則有負向預測效果,且預測力皆高於其他四個自我評價歷程向度。
(二)正向評價敏感性對於正向情緒有正向的預測效果,對於整體情緒與生活滿意度則有臨界的正向預測效果。
(三)負向評價敏感性對於負向情緒有正向的預測效果,對整體情緒則有臨界的負向預測效果。
(四)正向評價回復性對於生活滿意度有正向的預測效果。
(五)負向評價回復性對於整體幸福感、生活滿意度、整體情緒、正向情緒有正向的預測效果,對於身心健康有臨界的正向預測效果,對於負向情緒有負向的預測效果。
最後,本研究根據研究結果在理論與實務上的涵義進行討論,並提出結果應用及未來研究的建議。
In the studies of self-evaluation or self-esteem, it almost focused on the valence dimension to realize individual differences in self-evaluation, and found the valence dimension could predict many important variables of psychological traits, behaviors, and life adaptation. On the basis of these studies, the purposes of this study were: First, to propose the Five Dimensions Model of Self-evaluation Process (FDMSP) which distinguish the self-evaluation into five dimensions of valence, sensibility of positive evaluation, sensibility of negative evaluation, restitution of positive evaluation, and restitution of negative evaluation from the viewpoint of fluctuating process of self-evaluation and delineate the relationships among the five dimensions. Second, to realize the predicted effects of the five dimensions on well-being. The instruments applied were the Five Dimensions of Self-evaluation Scale, and the Well-being Scale. The subjects for pretest and formal research were 139 and 489 junior high school students respectively. Structural Equation Model (SEM) were employed to test the model and multiple regression analysis were employed to realize the predicted effects of the five dimensions on well-being. The conclusions were as follows: 1. The FDMSP fitted the observed data well and the results from the discriminant validity analysis showed that the five dimensions are distinctive components. 2. The results of the predicted effects of the five dimensions on the overall or specific well-being (life satisfaction, psycho-physical health, entire emotion, positive emotion, and negative emotion) were: (1) The valence dimension was a better predictor than the other four dimensions which positively predicted the overall well-being, life satisfaction, psycho-physical health, entire emotion, positive emotion and negatively predicted negative emotion. (2) The sensibility of positive evaluation dimension positively predicted the positive emotion and the positive predictions for entire emotion and life satisfaction are marginal. (3)The prediction of sensibility of negative evaluation for negative emotion is positive, and the negative prediction for entire emotion is marginal. (4)The restitution of positive evaluation dimension positively predicted the life satisfaction. (5)The predictions of restitution of negative evaluation for overall well-belling, life satisfaction entire emotion, positive emotion are positive, and the positive prediction for psycho-physical health is marginal. However, the prediction for negative emotion is negative. Finally, possible implications for educators and suggestions for future research are discussed by the researcher.
緒論………………………………………………………………………… 1
自我評價的價性(valence)與分類方式………………………………………… 2
自我評價價性的定義………………………………………………………… 2
自我評價的分類與值得延伸之處 ………………………………………… 4
自我評價敏感性…………………………………………………………………… 5
自我評價敏感性的定義……………………………………………………… 5
「正向評價敏感性」與「負向評價敏感性」………………………………… 7
「正向評價敏感性」與「負向評價敏感性」之相關………………………… 8
自我評價敏感性的測量來源………………………………………………… 9
自我評價回復性 ………………………………………………………………… 10
自我評價回復性的定義……………………………………………………… 10
「正向評價回復性」與「負向評價回復性」………………………………… 12
「正向評價回復性」與「負向評價回復性」之相關………………………… 14
自我評價回復性的測量來源………………………………………………… 15
五向度之間的關聯性……………………………………………………………… 16
自我評價價性與自我評價敏感性的相關…………………………………… 16
自我評價價性與自我評價回復性的相關…………………………………… 17
自我評價敏感性與自我評價回復性的相關………………………………… 19
自我評價歷程五向度模式……………………………………………………… 22
自我評價歷程五向度對幸福感的預測效果…………………………………… 23
幸福感的定義與本研究分類………………………………………………… 23
自我評價歷程五向度對幸福感的預測效果………………………………… 25
小結…………………………………………………………………………… 29
文獻總結………………………………………………………………………… 29
研究方法…………………………………………………………………………… 31
研究架構………………………………………………………………………… 31
自我評價歷程五向度模式…………………………………………………… 31
自我評價歷程五向度對幸福感的預測……………………………………… 33
研究對象……………………………………………………………………… 35


研究工具………………………………………………………………………… 36
自我評價歷程五向度模式量表……………………………………………… 36
幸福感量表…………………………………………………………………… 45
研究結果…………………………………………………………………………… 49
「自我評價歷程五向度模式」之驗證性因素分析……………………………… 49
自我評價歷程五向度對幸福感的預測效果……………………………………… 54
研究討論…………………………………………………………………………… 67
研究結果與意涵…………………………………………………………………… 67
自我評價歷程可以區分成五個有所區別的向度……………………… 67
自我評價歷程五個向度的相關情形………………………………………… 68
自我評價歷程五向度對幸福感的預測效果………………………………… 72
研究特色與貢獻……………………………………………………………… 72
研究結論…………………………………………………………………………… 75
自我評價歷程五向度模式獲得支持……………………………………………… 76
自我評價歷程的五個向度對幸福感有一定的預測效果………………………… 76
研究建議……………………………………………………………………………… 77
研究結果應用的建議……………………………………………………………… 77
未來研究的建議…………………………………………………………………… 77
參考文獻……………………………………………………………………………… 79
附錄一:自我評價歷程五向度量表之題目、題數與向度對照表…………………… 84
附錄二:幸福感預試量表之題目、題數與向度對照表……………………………… 87
附錄三:預試量表…………………………………………………………………… 88
附錄四:正式量表………………………………………………………………… 93
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