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| 題名: | 雲林縣國中學生解釋風格、自我概念與憂鬱情緒之關係研究 |
| 其他題名: | The Relationships of Explanatory Styles, Self-Concept to Depressive Mood among Junior High School Students in Yunlin County |
| 作者: | 劉呈恩 |
| 貢獻者: | 吳璧如
劉呈恩 |
| 關鍵詞: | 解釋風格;自我概念;憂鬱情緒 |
| 日期: | 2008
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| 上傳時間: | 2010-12-03
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| 描述: | 碩士
教育研究所 |
| 摘要: | 本研究主要目的在探討國中學生解釋風格、自我概念與憂鬱情緒的關係。本研究採用問卷調查法，以雲林縣868位國中學生為研究對象，採描述統計、單因子多變量變異數分析、t考驗、單因子變異數分析、皮爾森積差相關、多元迴歸分析等統計方法分析資料。研究結論如下：
一、無論面對正、負向事件，國中生均傾向內在、穩定與普遍的解釋風格。
二、國中生的自我概念傾向正面積極。
三、國中學生的憂鬱情緒程度偏高。
四、國中女生對於負向事件較傾向於穩定的解釋風格，且憂鬱情緒較高。
五、就讀年級越低的國中生對於負向事件較傾向於內在的解釋風格，且憂鬱情緒越低。
六、國二學生擁有較為正向的心理自我概念。
七、學業表現佳的國中學生對於負向事件較傾向於穩定及普遍的解釋風格，且憂鬱情緒程度較低。
八、當國中生對於負向事件越傾向於內在的解釋風格時，其自我概念越負向。
九、當國中生對於負向事件越傾向於普遍性的解釋風格時，其憂鬱情緒程度越高。
十、國中學生的自我概念在解釋風格與憂鬱情緒間不具中介作用。
十一、傾向於將負向事件普遍化的解釋風格可預測國中生的憂鬱情緒程度。
關鍵字：解釋風格、自我概念、憂鬱情緒
The main purpose of this study was to explore the relationships of explanatory style, self-concept to depressive mood among junior high school students. The survey data were collected from 868 students in Yunlin County. The descriptive statistics, one-way MANOVA, t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple regression analysis were used to analyze data.
The findings of the study indicated that the explanatory style of junior high school students inclined to be internal, stable, and global for both positive and negative events. Their self-concept inclined to be positive, and their depressive mood inclined to be high. The explanatory style of female students inclined to be stable for negative events, and their depressive mood was higher than male students. The lower grades of junior high school students were inclined to internal explanatory style for negative events, the lower of their depressive mood. The second graders had more positive mental self-concept than others did. The students with high level of school performance were inclined to stable and global explanatory style for negative events and their depressive moods were lower than others. The more junior high school students inclined to internal explanatory style for negative events, the more negative their self-concept. The more they inclined to global explanatory style for negative events, the higher their depressive mood. The effects of explanatory style on depressive mood were not mediated by self-concept. Students’ global explanatory style for negative events could predict their depressive mood.
Keywords: explanatory style, self-concept, depressive mood |
| 顯示於類別: | [教育研究所] 博碩士論文
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