臺灣博碩士論文加值系統

    高齡化已是世界各國無法避免的社會議題，各國皆試圖以活躍老化來解決這個棘手的問題，許多研究指出自尊是高齡者是否能活躍老化的重要因素，但是自尊與高齡者間的研究卻是付之闕如；在2011~2015年間進行了先導性的研究調查中，發現台灣中部地區某樂齡學習中心A班學員自尊程度明顯低於台灣的平均值，故引發研究動機。本研究是延續先導性研究，目的是探討本研究所設計的「自尊提升介入方案」是否能有效的提升自尊程度。研究方式採混合研究（mixed methods research），量化、質化並行的研究方式，以Rosenberg的自尊量表做為前後測量化工具，並以訪談法進行質化研究，交互比對用以探討自尊程度改變的原因。    研究發現「自尊提升介入方案」對提升台灣中部地區某樂齡學習中心A班學員的自尊有所裨益，且前後測結果達統計上的顯著差異；質化研究亦發現該班學員在學習與社交方面的自尊程度有明顯提升。自尊程度改變的原因可能來自習得新能力，給予學習機會與賦能可能可以提高自尊程度。

Abstract
Aginghas become an unavoidable social issue worldwide. Many countries have  tried to solve this problem by intervening various active aging programs.Many studies indicate that  self-esteem is an important factor to  facilitate active aging for elderly adults. However, theresearch related to self-esteem and elderlyadults is scarcity. For bridging the literature gap, the preliminary studysurvey has been conducted within 2011 to2015 in Taiwan. It was found that the self-esteem of class A students in anactive aging learning center in the centralTaiwan was significantly lower than the Taiwan average mean. It triggered the current researchinquiry. Followed with the preliminary study, the purpose of the current study is to explore whetherthe "Self-Esteem Improvement Intervention Program (SEIIP) " will improve self-esteem for theparticipants. In SEIIP, learning basic English has been used as the core curriculum for  SEIIP. The research method adopts mixedmethods. Rosenberg's self-esteemscale has been  adopted to measure the elderly participants’ self-esteem andcompare the different means before and after SEIIP has been implemented. Inaddition, the  interviews have been conducted. The findings explore the reasons of change for participants’ self-esteem as follows:
1.SEIIPis helpful to improve the self-esteem of class A students at an active aginglearning center in central Taiwan, and there is a statistically significantdifference between the pre- and post-test results.
2.SEIIPprovides the participants moreopportunities to learn and to socialize with other participants which might help the change for increasingtheir self-esteem.
3.Thelevel of self-esteem of has improvedsignificantly in the current study.The acquisition of new abilities and providing morelearning opportunities might empower aging adult learners’ self-esteem.
The conclusions andimplications have been provided.
 Key word：Self-esteem, active aging learning, Self-EsteemImprovement Intervention Program (SEIIP), intervention programs, mixed methodsresearch.

謝誌………………………………………………………………………………….…I
中文摘要………………………………….………………………………….………III
英文摘要………………………………………………………..…………….………V
第一章緒  論1
第一節  研究背景與重要性1
第二節  研究動機與目的6
第三節  研究問題9
第四節  名詞解釋10
第五節  研究範圍、限制與後續發展14
第二章  文獻探討16
第一節自尊16
第二節自尊對人行為的影響22
第三節自尊與高齡者25
第四節自尊與老化37
第三章  研究方法39
第一節先導性研究和自尊提升介入方案39
第二節研究工具43
第三節實驗設計與研究架構45
第四節資料處理55
第五節研究倫理56
第四章  研究結果59
第一節  實驗操作的檢核59
第二節訪談資料的整理70
第三節  綜合分析與討論82
第五章  結論與建議86
第一節  結  論87
第二節  建  議89
參考文獻94
附    件……………………………………………………………………………108
表目錄
表1-1[自尊提升介入方案]步驟及內容………………………………………11
表2-1不同研究者對自尊的看法整理……..……………………………….17
表2-2 過往研究者針對高齡者和自尊研究探討課題及結果…………………..26
表3-1 先導性研究與Schmitt 和Allik (2005)調查報告數值比較…………….40
表3-2  [自尊提升介入方案]步驟及內容…………………………………………41
表3-3 樣本特性描述……………………………………………………………..46
表3-4 實驗設計模式……………………………………………………………..48
表3-5 訪談題目…………………………………………………………………..54
表4-1 性別/教育程度統計表(N=19) ……………………………………………59
表4-2 該樂齡中心A班學員自尊量表RSES前測得分平均數與台灣自尊量表 
      RSES普查的平均分數之比較差異t檢定………………………………61
表4-3 性別在自尊量表RSES前測分數的t檢定…………………………..…61
表4-4 性別在自尊量表RSES後測分數的t檢定…………………………..…62
表4-5 性別在自尊量表RSES前後測分數差的t檢定………………………..63
表4-6出席率在自尊量表RSES前、後測分數差的t檢定……………………64
表4-7出席率在自尊量表RSES前、後測分數差的t檢定……………………64
表4-8 出席率與前後測分數差相關矩陣(N=19) ……………………………….65
表4-9 整體出席率與前後測分數差相關矩陣(N=19) ………………………….65
表4-10 學歷在自尊量表RSES前測分數的t檢定……………………………….66
表4-11 學歷在自尊量表RSES後測分數的t檢定……………………………….67
表4-12學歷在自尊量表RSES前、後測分數差的t檢定………………………..67
表4-13前測和後測之差異t檢定(N=19) ……………………………………….68
表4-14 該樂齡中心A班學員自尊量表RSES後測得分平均數與台灣平均數之
      差異t檢定………………………………………………………………69
表4-15 研究參與者資料…………………………………………………………70
表4-16 研究參與者參與樂齡課程時間及課程出席率(課程出席率資料取自該樂
       齡學習中心出缺席資訊) ………………………………………………..71
表4-17 參與者在第二題上的回答整理…………………………………………72
表4-18 參與者在第三題上的回答整理…………………………………………74
表4-19 參與者在第四題上的回答整理…………………………………………77
表4-20 參與者在第五題上的回答整理…………………………………………79


圖目錄
圖 1-1 自尊需求的缺口 (研究者自行整理繪製）…………………………………4
圖3-1 研究架構圖…………………………………………………………………41
圖5-1 建議後續自尊提升方案設計與評估架構圖………………………………86

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