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研究生:洪于婷
研究生(外文):Hung, Yu-Ting
論文名稱:不同完美主義類型大學生在家庭功能向度上之差異
論文名稱(外文):Dimensions Of Family Function Among College Students With Bifferent Types Of Perfectionism
指導教授:柯慧貞柯慧貞引用關係
指導教授(外文):Ko,Huei-Chen
口試委員:柯慧貞葉重新孫旻暐
口試委員(外文):Ko,Huei-ChenYeh,Chung-HsinSuen,Mein-woei
口試日期:2012-06-19
學位類別:碩士
校院名稱:亞洲大學
系所名稱: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:79
中文關鍵詞:完美主義家庭功能大學生
外文關鍵詞:perfectionismfamily functioncollege students
相關次數:
  • 被引用被引用:7
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  • 下載下載:137
  • 收藏至我的研究室書目清單書目收藏:1
研究背景與目的
家庭功能與完美主義之關係尚待探討,本研究根據Frost六因素完美主義量表的高階因素分析所得的二個因素形成二向度,即「正向努力」(positive striving)與「過度在意評價」(maladaptive evaluation concerns),將大學生分成四組:「高正向努力但不過度在意評價組」(正向努力得分高及過度在意評價得分低)、「高正向努力且過度在意評價組」(正向努力得分高且過度在意評價得分高)、「低正向努力但過度在意評價組」(正向努力得分低而過度在意評價得分高)及「低正向努力且低過度在意評價組」(正向努力得分低且過度在意評價得分低)四組。本研究比較以上四組大學生在家庭功能上的差異,以釐清完美主義與家庭功能之關係。
研究方法
本研究採分層叢集抽樣方式,於2006年從台灣南區14所大專校院中,針對2,955名大學生進行問卷施測,其中有效問卷為2,190份,占總抽樣樣本74.1%;所使用之工具為「個人基本資料表」、「簡式家庭功能量表」及「中文版多向度完美主義量表」。
結果
本研究主要發現四組類型完美主義的大學生在「凝聚力」、「情感表達」、「溝通」、「問題解決」、「獨立性」、「家庭責任」、「衝突性」,以及「情感涉入」等家庭功能八個向度上均達顯著差異;其主要差異如下:(1)「高正向努力但不過度在意評價組」在「凝聚力」、「情感表達」、「溝通」、「問題解決」、「獨立性」、「家庭責任」等正向家庭功能得分上,均高於其他三組;但在「情感涉入」上,則低於其他三組類型,而在「衝突性」上,與「低正向努力且低過度在意評價組」無差異外,也低於其他二組。(2)「高正向努力且過度在意評價組」在「衝突性」與「情感涉入」的分數上,低於「低正向努力但過度在意評價組」,但比其他二組來得高。在「凝聚力」上,高於「低正向努力但過度在意評價組」,但比其他二組低。此外,在「情感表達」上,低於「高正向努力但不過度在意評價組」,但與其他二組無差異。在「溝通」、「問題解決」、「獨立性」、「家庭責任」上,則低於「高正向努力但不過度在意評價組」,但比「低正向努力但過度在意評價組」高,而與「低正向努力且低過度在意評價組」無差異。(3)「低正向努力但過度在意評價組」在「衝突性」的分數,與「高正向努力且過度在意評價組」無差異,但高於其他二組。在「情感涉入」上,則比其他三組來得高;另外在「情感表達」上,低於「高正向努力但不過度在意評價組」,但與其他二組均無差異。在「凝聚力」、「溝通」、「問題解決」、「獨立性」、「家庭責任」的得分上,皆低於其他三組類型。
(4)「低正向努力且低過度在意評價組」在「凝聚力」、「情感表達」、「溝通」、「問題解決」、「獨立性」、「家庭責任」的得分上,皆比「高正向努力但不過度在意評價組」低,但卻比「低正向努力但過度在意評價組」來得高。在「情感涉入」的得分上,比「高正向努力但不過度在意評價組」高,但卻比其他二組來得低,此外,在「衝突性」上,與「高正向努力但不過度在意評價組」無顯著差異,也比其他二組來得低。
結論
本研究為第一篇探索不同完美主義類型大學生之家庭功能差異之論文; 研究指出不同類型完美主義大學生之家庭功能有所差異;並從中發現「正向努力完美主義」完美主義與家庭功能中的凝聚力、情感表達、正向溝通、問題解決、獨立性、家庭責任有關,而「過度在意評價」則與家庭功能的衝突性、情感涉入有關; 「高正向努力但不過度在意評價組」大學生之整體家庭功能最佳; 「低正向努力且低過度在意評價組」次之;「高正向努力且過度在意評價組」再次之; 而「低正向努力但過度在意評價組」最差。

Background and Purpose

The relationship between family functioning and perfectionism is yet to be explored. Based on the two dimensions analyzed from Frost’s six-factor Perfectionism Scale measurement, i.e. "positive efforts" (positive striving) and "over-concerned about evaluation "(maladaptive evaluation concerns), participants were divided into four groups, which are, Group 1 "high positive efforts, and not overly concerned about the evaluation” (earned high scores on positive efforts but low scores on over-concerned about evaluation), Group 2 " high positive efforts and overly concerned about evaluation” (earned high scores on both positive efforts and overly concerned about evaluation), Group 3“low positive efforts, and overly concerned about evaluation” (earned high scores on positive efforts but low scores on overly concerned about evaluation) and Group 4 “low positive efforts and not overly concerned about evaluation” (earned low scores on both positive efforts and overly concerned about evaluation). This study was designed to compare the differences of the above four groups of college students in respective of family functioning, thereby clarifying the relationship between family functioning and perfectionism.

Research Methodology
The study adopted random sampling method according to combination of various layers. In 2006, questionnaires were conducted among 2,955 college students of 14 institutions of higher educational in southern part of Taiwan. The effective questionnaires amounted to 2190 copies, which accounted for 74.1% of the entire samples. The instruments applied were individual basic information sheet, simple family function capacity sheet, and Chinese version multi-dimensional perfectionism measurement sheet.

Result
The study discovered primarily that four different types of perfectionism varied in eight indicators including factors such as concentration power, emotion expression, communication, problem resolving, independency, family obligation, conflict, and emotional involvement. The major differences are as follows. Group 1 " earned higher scores than other three group in aspect of concentration power, emotion expression, communication, problem resolving, independency, family obligation and other positive family functioning, but lower scores in respect of emotional involvement. For "conflict", it is similar with group 3, but still lower than the other two groups.Group 2 achieved higher scores on "conflict" and "emotional involvement" than other groups other than group 4. For concentration power, it is higher than group 4 but is lower than the other two groups. In addition, for "emotional expression", it is lower than "group 1 and no significant differences with the other two groups. As of "Communication", "problem solving", "independence", "family responsibilities", it is lower than group 1 but higher than group 4 and no big difference with group 3.Group 3 earned similar scores with group 2 on" conflict "but higher scores than the other two groups. For Emotional involvement, it got much higher scores than the other three groups. In addition, on the "emotional expression", it is below group 1 and no differences with the other two groups. However, the score of "concentration power", "communication", "problem solving", "independence", the score of "family responsibility" are lower than the other three groups.Group 4 got higher scores than group 1 but higher scored than group 3 in respect of" concentration power "and" emotional expression "," communication "," problem solving "," independence "," family responsibilities. For emotional involvement, the scores are higher than group 1 but lower than other two groups. In addition, for “conflict ", it has no significant difference with group 1, but much lower than the other two groups.

Conclusion
The study was the first attempt to explore the discrepancy in family functions according to different dimensions of perfectionist types. It clarified that the family functioning of different types of perfectionism varies. It also found that “positive effort” perfectionism is related to the following family functioning, concentration power, emotion expression, positive communication, problem resolving, independency, family obligation; “overly concerned about evaluation” is linked with conflict, and emotional involvement; college students of Group 1 "high positive efforts, and not overly concerned about the evaluation” occupy the most perfect family functioning, followed by Group 4 “low positive efforts and not overly concerned about evaluation”, then Group 2 " high positive efforts and overly concerned about evaluation” and Group 3“low positive efforts, and overly concerned about evaluation” indicates the worst family functioning among the four groups.

目 次
中文摘要 Ⅱ
英文摘要 Ⅳ
敬 謝 Ⅶ
第一章 緒論 01
第一節 完美主義之重要性 01
第二節 完美主義之歷史沿革 03
一、單向度完美主義之發展 03
二、雙向度完美主義之發展 06
三、多向度完美主義之發展 08
四、完美主義四組類型之發現 10
第三節 完美主義的四組類型與家庭功能之關係 13
一、完美主義之可能的成因 13
二、家庭功能之相關理論 19
三、完美主義的四組類型與家庭功能之可能關係 25
第四節 研究目的與假設 29
第二章 研究方法 31
第一節 參與者 31
第二節 完美主義的四組類型之分法 33
第三節 研究工具 35
第四節 研究程序 36
第五節 統計分析 36
第三章 研究結果 37
第一節 完美主義四組類型大學生的基本人口統計學資 37
第二節 比較完美主義四組類型在家庭功能分數上之差異 39
第四章 討論 44
第一節 本研究主要發現與解釋 44
一、完美主義四組類型與家庭功能上之發現 44
二、性別在完美主義四組類型中之分佈 48
三、年級在完美主義四組類型中之分佈 49
四、學院在完美主義四組類型主義中之分佈 50
第二節 本研究之限制與未來發展方向 51
一、研究樣本方面 51
二、研究設計方面 51
三、研究變項方面 51
四、研究工具方面 52
第三節 本研究在學術與實務上的可能貢獻 53
參考文獻 54
一、中文文獻 54
二、英文文獻 58
附錄一 中文化多向度完美主義量表 64
附錄二 家庭功能量表 67

參考書目
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二、英文文獻
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