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| Title: | 青少年挫折經驗與挫折容忍度之關係研究--建設性思考與社會支持的角色
The relation between frustration experience and frustration tolerance of teenagers:the roles of costructive thinking and social support play |
| Authors: | 謝毓雯
Hsieh, Yu-Wen |
| Contributors: | 陳嘉鳳
Chen, Chia-Feng
謝毓雯
Hsieh, Yu-Wen |
| Keywords: | 挫折經驗
挫折容忍度
建設性思考
社會支持
Frustration experience
Frustration tolerance
Constructive thinking
Social support |
| Date: | 1997 |
| Issue Date: | 2009-09-18 18:32:28 (UTC+8) |
| Abstract: | 本研究主要是想了解青少年的挫折經驗與挫折容忍度之間的關係,並探討建設性思考與社會支持在其間所扮演的角色.
以臺北市及臺灣省701位國中生生為對象,採問卷調查的方式了解受試在挫折經驗、建設性思考、社會支持及挫折容忍度變項上的狀況.研究結果發現,挫折經驗與挫折容忍度之間成顯著的負相關.而當受試有較建設性的思考方式或有較高的社會支持及對社會支持有較高的滿意度時,其挫折容忍度亦較佳.至於建設性思考是否在挫折經驗和挫折容忍度之間扮演調節變項的部份,本研究只發現學業挫折經驗與積極正向性的思考之間有顯著的交互作用,而人際挫折經驗則與自我侷限性思考有顯著的交互作用;但是在社會支持部份,本研究並無發現其與學業或人際挫折經驗之間有明顯的交互作用.各變項所顯現的性別上的差異則相當符合一般人對男女的刻板印象;受試中,以國三學生的壓力最大,可能亦是輔導最可著力的ㄧ群.
上述的研究結果除可提供作為未來探究有關挫折經驗與挫折容忍度關係時的參考之外,亦可對學校教育及親職教育提供下列幾點建議:1.變化教材或教學方式,以減少學生的挫折經驗;2.提供老師建設性思考的課程,使師生在教學互動中培養建設性的思考,得以提昇挫折容忍度;3.對男女生的挫折經驗所提供的輔導方向應有所不同;4.培養師長、家長都能成為孩子遇到挫折時的社會支持來源;5.針對不同年級的學生提供預防教育課程,改變其對挫折的容忍度.
This research mainly intends to understand the relations between frustration experience and frustration tolerance of teenagers, and discuss the roles the constructive thinking and social support play in these issues.Based on questionnaire survey of 701 senior high school students, four variables-frustration experience, frustration tolerance, social support andconstructive thinking are investigated. The research results show that an obvious negative relation exists between frustration experience and frustration tolerance. Those who have more constructive thinking or receive more social support and accepted by the society have better performance on frustration tolerance. As to the question whether the constructive thinking play the role of a moderator variable between frustration experience and frustration tolerance, this research only found that obvious interactions exist between study frustration experience and positive thinking, as well as between human relation frustration experience and self-restrained thinking.
However, the research did not find any obvious interaction between study/human relation frustration experience and social support. The different performance on different variables owing to sex difference complies with the stereotype. The research results also show that the graduating senior high school students suffer the highest pressure and could be the group that the assistance could really do something for.The research results mentioned above could provide useful information for further investigation on the relations of frustration experience and frustration tolerance. They also provide some advice for normal education andparents education: 1. Changing the teaching material or teaching methods in order to reduce the student`s frustration experience. 2. Providing training courses with constructive thinking for teachers.It will build up constructive thinking as well as strengthen frustration tolerance both for teachers and students by way of teaching and studying - mutual responses. 3. The assistance provided for male or female students in order to conquer their frustration experience should be different. 4. Cultivating both parents and teachers the ability and willing of providing supports. Whenever teenagers face frustration, parents and teachers can become the source of social support.5. For students of different grades providing suitable preventive education courses in order to enhance their frustration tolerance. |
| Description: | 碩士
國立政治大學
心理學研究所
85752007
86 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#B2002001749 |
| Data Type: | thesis |
| Appears in Collections: | [心理學系] 學位論文
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