跳到主要內容

臺灣博碩士論文加值系統

(18.204.48.69) 您好!臺灣時間:2021/07/27 23:58
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:林靜宜
研究生(外文):Lin, Ching Yi
論文名稱:自我肯定與能力增長觀對怕被笑學生 迎接挑戰的影響
論文名稱(外文):The Influences of Self-affirmation and Incremental View of Ability on the Challenge-Confronting Tendencies of Students Who Fear Being Laughed at.
指導教授:劉政宏劉政宏引用關係
口試委員:陳學志邱發忠
口試日期:2012-07-11
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:2012
畢業學年度:100
語文別:中文
論文頁數:87
中文關鍵詞:自我肯定害怕嘲笑智力內隱理論威脅情緒迎接挑戰
外文關鍵詞:Self-affirmationThe fear of being laughed atImplicit theory of intelligenceThreaten feelingsThe tendencies of confronting challenges
相關次數:
  • 被引用被引用:6
  • 點閱點閱:524
  • 評分評分:
  • 下載下載:156
  • 收藏至我的研究室書目清單書目收藏:0
過去研究發現害怕被嘲笑的特質,會對學生的迎接挑戰傾向產生負向的影響。本研究之主要目的在於釐清害怕被嘲笑對迎接挑戰傾向產生負向影響的歷程,並進一步檢驗增長觀與自我肯定能否緩衝害怕被嘲笑對迎接挑戰的負向影響。研究一以264名高中生為對象,探討威脅情緒是否為高度害怕被嘲笑者不敢迎接挑戰的中介歷程,並探討增長觀是否能緩衝害怕被嘲笑對迎接挑戰傾向的負向影響;研究二則以158名高中生為對象,採用2(智力內隱理論:增長觀、實存觀)× 2(自我肯定:有、無)的實驗設計檢驗智力內隱理論與自我肯定是否能緩衝害怕被嘲笑對迎接挑戰傾向的負向影響。調查法與實驗法兩個研究的結果相當一致,皆發現:首先,個體害怕被嘲笑程度確實對迎接挑戰傾向具有負向的影響;其次,研究一發現威脅情緒在害怕被嘲笑與迎接挑戰傾向之負向影響中,在一般接受與尋求接受挑戰向度與公開接受挑戰向度皆具有部分中介效果,在價值信念向度則不具中介效果,並且發現增長觀無法緩衝害怕被嘲笑特質對迎接挑戰傾向的負向影響;研究二則發現威脅情緒在害怕被嘲笑與迎接挑戰傾向間具有中介效果,高度害怕被嘲笑的學生的確較一般人感受到較高程度的威脅情緒,因此較不敢迎接挑戰,同時也發現結合增長觀與自我肯定並沒有辦法緩衝害怕被嘲笑對迎接挑戰傾向的負向影響,最後,研究者針對研究結果進行討論,並提出一些實務與後續研究的建議。
Past research has found that the predispositions of fear of being laughed at can have negative effects on the tendencies of confronting challenges. The purpose of this study was to understand the intervening mechanisms between the fear of being laughed at and the tendencies of confronting challenges. Further, this study examined whether students’ incremental view of ability and self-affirmation can buffer the negative relationship between the fear of being laughed at and the tendencies of confronting challenges. Using 264 senior high school students as sample, Study 1 investigated whether the threatening feelings play a mediating role in the relationship between the fear of being laughed at and the tendencies of confronting challenges. In addition, I tested whether incremental view of ability can buffer the negative influences of the fear of being laughed at on the tendencies of confronting challenges. Using 158 senior high school students as participants, Study 2 adopted a 2 (implicit theory of intelligence: high, low) × 2 (self-affirmation: high, low) experimental design to examine whether both implicit theory of intelligence and self-affirmation can buffer the negative influences of the fear of being laughed at on the tendencies of confronting challenges. Both Study 1 and 2 yielded identical research findings. First, I found that individual’s fear of being laughed at had negative influences on the tendencies of confronting challenges. Next, in Study 1, I found that the threaten feelings partially mediated the negative relationship between the fear of being laughed at and the public accepting/the general accepting and searching challenge dimensions of the tendencies of confronting challenges. Nevertheless, the incremental view of ability cannot buffer the negative influences of the fear of being laughed at on the tendencies of confronting challenges. In Study 2, I also found that the threaten feelings mediated the negative relationship between the fear of being laughed at and the tendencies of confronting challenges. Meanwhile, both the incremental view of ability and self-affirmation cannot moderate the above negative relationship. Finally, based on the research findings, implications for educators and suggestions for future research were provided.
目 錄
第一章 緒論 1
第一節 研究動機 1
第二節 研究問題與目的 4
第二章 文獻探討 5
第一節 怕被笑對迎接挑戰的負向影響與可能中介歷程 5
第二節 增長觀與害怕被嘲笑對迎接挑戰傾向的影響 10
第三節 自我肯定、增長觀與害怕被嘲笑對迎接挑戰傾向的影響 15
第四節 總結 22
第三章 研究一:害怕被嘲笑與智力內隱理論對迎接挑戰的效果與歷程 23
第一節 研究方法 24
第二節 研究結果 34
第三節 討論 47
第四章 研究二 :自我肯定、智力內隱理論與害怕被嘲笑對迎接挑戰的影響 49
第一節 研究方法 50
第二節 研究結果 57
第三節 討論 62
第五章 綜合討論 64
第一節 研究結果的意涵 64
第二節 研究建議 68
參考文獻 71
附錄一:研究一生活態度調查表 76
附錄二:研究二各組工具說明 80

毛國楠、劉政宏、彭淑玲、李維光、陳慧娟(2008)。智力內隱理論、學業自我價值後效與學業成就對國小學生學習動機與學習情緒之影響。教育心理學報,39,569-588。
李依齡(2010)。智力內隱理論在害怕被嘲笑與迎接挑戰關係間的調節效果。玄奘大學應用心理學系碩士論文。新竹,未出版。
林莉萱(2003)。探討術前音樂對體外震波碎石術病患的影響。台北醫學大學醫學研究所碩士論文。
詹雨臻、陳學志、卓淑玲、Rod A. Martin(2011)。區分良善與有害的幽默--正體中文版「幽默風格量表」的發展。測驗學刊,207-234。
游婉琪(2010,5月26日)。保護過度,9成孩子缺勇氣:台灣立報。
鍾思嘉、龍長風(1984)。修定情境與特質焦慮量表之研究。測驗年刊,31,27-36。
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113-125.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychologicalresearch: Conceptual,strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246-263.
Cianci, A. M., Klein, H. J., & Seijts, G. H. (2010). The effect of negative feedback on tension and subsequent performance: The main and interactive effects of goal content and conscientiousness. Journal of Applied Psychology, 95, 618-630.
Cohen, G. L., Aronson, J., & Steele, C. M. (2000). When beliefs yield to evidence: Reducing biased evaluation by affirming the self. Personality and Social Psychology Bulletin, 26, 1151-1164
Coplan, R. J., Wilson, J., Frohlick, S. L., & Zelenski, J. (2006). A person-oriented analysis of behavioral inhibition and behavioral activation in children. Personality and Individual Differences, 41, 917-927.
Crocker, J., Luhtanen, R. K, Cooper, M. L., & Bouvrette, A. (2003). Contingencies of self-worth in College Students: Theory and Measurement. Journal of Personality and Social Psychology, 85, 894-908.
Cury, F., Da Fonseca, D., Zahn, I., & Elliot, A. (2008). Implicit theories and IQ test performance: A sequential mediational analysis. Journal of Experimental Social Psychology, 44, 783-791.
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
Dweck, C. S., & Master, A. (2009). Self-theories and motivation: Student’s beliefs about intelligence. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 123-140). New York: Routledge.
Dweck, C. S., Chiu, C. Y., Hong, Y. Y. (1995). Implicit theories: Elaboration and extension of the model. Psychological Inquiry, 6, 322–333.
El-Alayli, A., & Baumgardner, A. (2003). If at first you don't succeed, what makes you try, try again? Effects of implicit theories and ability feedback in a performance-oriented climate. Self and Identity, 2, 119-135.
Elkind, D. (1985). Egocentrism redux. Developmental Review, 5, 218-226.
Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 397-420.
Grant, H., & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, 541-553.
Harrisson, M., Loiselle, C. G., Duquette, A., & Semenic, S. E. (2002). Hardiness, work support and psychological distress among nursing assistants and registered nurses in Quebec. Journal of Advanced Nursing, 38, 584-591.
Helmreich, R. L., & Spence, J. T. (1978). Achievement motivation and scientific attainment. Personality and Social Psychology Bulletin, 4, 222-226.
Hong, Y. Y., Chiu, C. Y., Dweck, C. S., Lin, D. M. S., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77, 588-599.
Kobasa, S. C. (1979). Stressful life events, personality, and health: An inquiry into hardiness, Journal of Personality and Social Psychology, 37, 1-11.
Kobasa, S. C., & Puccetti, M. C. (1983). Personality and social resources in stress resistance. Journal of Personality and Social Psychology, 45, 839-850.
Koole, S. L., & van Knippenberg, A. (2007). Controlling your mind without ironic consequences: Self-affirmation eliminates rebound effects after thought suppression. Journal of Experimental Social Psychology, 43, 671-677.
Maehr, M. L., & Zusho, A. (2009). Achievement goal theory: The past, present, and future. In K. R. Wentzel & A. Wigfield (Eds.). Handbook of motivation at school (pp. 77-104). New York: Routledge.
Michael, F. Scheier, Charles, S. Carver, & Frederick, X. Gibbons(1981). Self-focused attention and reactions to fear. Journal of Research in Personality, 44, 1-15.
Niiya, Y., Crocker, J., & Bartmess, E. N. (2004). From vulnerability to resilience. Psychological Science, 15, 801–805.
Nussbaum, A. D., & Dweck, C. S. (2008). Defensiveness versus remediation: Self-theories and modes of self esteem maintenance. Personality and Social Psychology Bulletin, 34, 599-612.
Paradise, A. W., & Kernis, M. H. (1999). Development of the Contingent Self-esteem Scale. Unpublished data, University of Georgia.
Platt, T., & Ruch, W. (2009). The emotions of gelotophobes: Shameful, fearful and joyless? Humor: International Journal of Humor Research, 22, 91-110.
Ross, S. R., Canada, K. E., & Rarsch, M. K. (2002). Self-handicapping and the five factor model of personality: Mediation between Neuroticism and Conscientiousness. Personality and Individual Differences, 32, 1173-1184.
Ruch, W. (2009). Fearing humor? Gelotophobia: The fear of being laughed at. Introduction and overview. Humor: International Journal of Humor Research, 22, 1-25.
Ruch, W., & Proyer, R. T. (2008). The fear of being laughed at: Individual and group differences in gelotophobia. Humor: International Journal of Humor Research, 21, 1-25.
Ruch, W., & Proyer, R. T. (2009). Extending the study of gelotophobia: On gelotophiles and katagelasticists. Humor: International Journal of Humor Research, 22, 183-212.
Ruch, W., Proyer, R. T., & Popa, D. E. (2008). The fear of being laughed at (gelotophobia) and personality. Anuarul Institutului de Istorie “G. Baritiu” din Cluj-Napoca (Ed.), Series Humanistica (Vol. VI, pp. 53-68). Cluj-Napoca: Romania.
Ryan, R. M., & Kuczkowski, R. (1994). The imaginary audience, self-consciousness, and public individuation in adolescence. Journal of Personality, 62, 219-238.
Taylor, S. E., Peplau, A. L., & Sears, D. O. (2006). Social Psychology (12th ed.). Englewood Cliffs, NJ: Prentice Hall.
Titze, M. (1996). The pinocchio complex: Overcoming the fear of laughter. Humor and Health Journal, 5, 1-11.
Titze, M. (2009). Gelotophobia: The fear of being laughed at. Humor: International Journal of Humor Research, 22, 27-48.
Schwinghammer, S. A., Stapel, D. A., & Blanton, H. (2006). Different selves have different effects: Self-activation and defensive social comparison. Personality and Social Psychology Bulletin, 32, 27-39.
Sherman, D. K., Nelson, L. D., & Steele, C. M. (2000). Do messages about health risks threaten the self? Increasing the acceptance of threatening health messages via self-affirmation. Personality and Social Psychology Bulletin, 26, 1046-1058.
Sobel, M. E. (1982). Asymptotic confidence intervals for indirect effects in structural equation models. In S. Leinhardt (Ed.), Sociological Methodology 1982 (pp. 290-312). Washington DC: American Sociological Association.
Stapel, D. A, & van der Linde, L. A. (2011). What drives self-affirmation effects? On the importance of differentiating value affirmation and attribute affirmation. Journal of Personality and Social Psychology, 101, 34-45.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top