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研究生:張惠善
研究生(外文):Hui-Shan Chang
論文名稱:自我概念清晰度與師生互動關係-以人際依附風格為中介
論文名稱(外文):Adult Attachment Style mediates the relation between Self-concept clarity and Teacher-Student Interaction
指導教授:鄭雯鄭雯引用關係
指導教授(外文):Cheng, Wen
學位類別:碩士
校院名稱:國立中山大學
系所名稱:教育研究所
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:2022
畢業學年度:110
語文別:中文
論文頁數:69
中文關鍵詞:依附關係人際依附風格師生互動關係自我概念清晰度碩博士生
外文關鍵詞:Attachment relationshipAdult attachment styleteacher-student interactionself-concept claritymaster and doctoral students.
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自我概念清晰度為個體對自我了解的程度,處理自我相關訊息時,據時間上的一致性與穩定性。師生互動關係是影響學生成長、學習、適應及發展的重要因素,在研究所求學過程與教師保持良善的關係更為重要。成人人際依附風格為成人穩定與持久的親密關係傾向。
本研究旨在了解研究生自我概念清晰度與師生互動關係現況,對自我概念清晰度、成人人際依附風格與師生互動關係的相關性進行驗證,以碩、博士生為主要研究對象,假設人際依附風格為自我概念清晰度與師生關係的中介變項,以網路問卷調查進行,並使用皮爾森積差相關、迴歸分析與Sobel Test等統計方法進行資料分析,研究結果如下:
一、 自我概念清晰度與師生互動關係為顯著正相關,且對於師生互動關係(含情感性與工具性)皆有正向預測力。
二、 自我概念清晰度與安全依附風格呈顯著正相關,且對安全依附風格有顯著的正向預測力;自我概念清晰度與逃避依附風格和焦慮依附風格呈顯著負相關,且對逃避依附風格和焦慮依附風格有顯著的負向預測力。
三、 安全依附風格與師生互動關係(含工具性與情感性)呈現顯著正相關,且具正向預測力;排除依附風格僅與師生互動關係中的工具性呈顯著正相關。逃避與焦慮依附風格僅與師生互動關係中的工具性呈顯著負相關。
四、 安全依附風格完全中介自我概念清晰度與師生互動關係。
研究結果顯示自我了解有助於安全型依附人際風格之發展,而安全型依附風格對於師生互動關係具有相當程度之重要性。最後根據研究結果與發現加以討論,提出若干建議供後續研究進行。
Self-concept clarity (SCC) refers to the degree of an individual''s understanding of self, and the consistency and stability of time when processing self-related information. The interaction between teachers and students is an important factor that affects the growth, learning, adaptation, and development of students. It is even more important to maintain a good relationship with teachers in the process of studying in the institute. Adult interpersonal attachment style is the tendency of adult stable and lasting intimacy.
The purpose of this study is to understand the current status of graduate students’ self-concept clarity and teacher-student interaction, and to verify the correlation between self-concept clarity, adult attachment style, and teacher-student interaction (TSI). Attachment style is the mediating variable of self-concept clarity and teacher-student relationship. It is conducted by online questionnaire survey, and statistical methods such as Pearson product difference correlation, regression analysis and Sobel Test are used for data analysis. The results of the research are as follows:
1. Self-concept clarity is significantly positively correlated with teacher-student interaction, and it has positive predictive power for TSI (including emotional and instrumental).
2. SCC is significantly positively correlated with secure attachment style, and has a significant positive predictive power for secure attachment style. And, SCC is significantly negatively correlated with fearful attachment style and preoccupied attachment style, and has a significant negative predictive power for fearful attachment style and preoccupied attachment style.
3. The secure attachment style and the TSI (including instrumentality and emotionality) show a significant positive correlation, and have a positive predictive power; the dismissing attachment style only has a significant positive correlation with the instrumentality of the TSI. The style of fearful and preoccupied attachment is only negatively correlated with the instrumentality in the TSI.
4. The secure attachment style completely mediates SCC and TSI (including instrumental and emotional).
  The research results show that self-understanding contributes to the development of the secure attachment style, and the secure attachment style is of considerable importance to the TSI. Finally, it discusses based on the research results and findings, and puts forward some suggestions for follow-up research.
目次
論文審定書 i
論文公開授權書 ii
致謝 iii
中文摘要 iv
英文摘要 v
目次 vii
圖次 ix
表次 x
第一章 緒論 1
第一節 研究動機與背景 1
第二節 研究目的與問題 4
第三節 名詞釋義 5
第二章 文獻探討 7
第一節 自我概念與其相關研究 7
第二節 師生互動關係 11
第三節 人際依附風格 14
第四節 自我概念清晰度、師生互動關係與人際依附風格 20
第三章 研究方法 23
第一節 研究架構與假設 23
第二節 研究對象 24
第三節 研究工具 24
第四節 量表信度資訊 27
第四章 研究結果 29
第一節 描述性統計分析 29
第二節 自我概念清晰度、師生互動關係與人際依附風格的相關性 33
第三節 迴歸分析與Sobel Test 35
第五章 討論與建議 45
第一節 研究結論 45
第二節 研究限制與建議 48
參考文獻 49
中文文獻 49
英文文獻 50
附錄A人際依附風格量表 55
附錄B師生關係品質量表 57
附錄C自我概念清晰度量表 58

圖次
圖2-1-1成人依附模式 17
圖3-1-1研究架構圖 23
圖4-3-1人際依附風格中介自我概念清晰度與師生互動關係 38
圖4-3-2人際依附風格中介自我概念清晰度與工具性 40
圖4-3-3人際依附風格中介自我概念清晰度與情感性 42

表次
表2-1-1自我概念與人際依附風格 7
表2-2-1師生互動模式理論概念表 12
表2-3-1依附關係建構概念比較表 15
表2-3-2人際關係問卷 17
表3-3-1人際依附量表題目分配 26
表3-3-2師生互動品質量表題目分配 27
表3-4-1信度資訊 28
表4-1-1問卷回收統計 29
表4-1-2有效樣本的個人背景分析 30
表4-1-3人際依附風格、自我概念清晰度與師生互動關係基本數據 31
表4-2-1自我概念清晰度與師生互動關係的相關係數 33
表4-2-2自我概念清晰度與人際依附風格的相關係數 34
表4-2-3人際依附風格與師生互動關係的相關係數 34
表4-3-1自我概念清晰度與人際依附風格、師生互動關係迴歸分析 36
表4-3-2人際依附風格與師生互動關係迴歸分析 37
表4-3-3人際依附風格與工具性迴歸分析 37
表4-3-4人際依附風格與情感性迴歸分析 37
表4-3-5人際依附風格中介自我概念清晰度與師生互動關係 39
表4-3-6人際依附風格中介自我概念清晰度與工具性 41
表4-3-7人際依附風格中介自我概念清晰度與情感性 43


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