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    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/97861

    Title: 自我概念向度與成份雙維理論之效度檢驗與相關因素研究
    Other Titles: Examination of Validity and Related Concepts for the Dimension/Component Model of Self-Concept on Adolescence
    Authors: 邱皓政
    Keywords: 自我概念 ; 學業自我概念 ; 非學業自我概念 ; 結構方程模式 ; 青少年 ; 青少年多元自我概念
     Self-Concept ; Academic self-concept ; Non-Academic self-concept ; Structural equation modeling ; Adolescent running head
    Date: 2003-03
    Issue Date: 2016-06-13 11:07:12 (UTC+8)
    Abstract: 本研究的目的是在探討青少年自我概念的多元分化建構,以及與其他相關因素之間的關係。在自我概念的理論建構上,本研究基於Michael與 Smith(1976)及Shavelson, Hubner 與Stanton(1976)的多元理論,提出一個向度與成份雙維多元自我概念模式,並以結構方程模式的驗證性因素分析(SEMI-CFA)來驗證向度/成份雙維模型的適切性。研究樣本為1576位來自三個都會區與兩個鄉村地區的高中、高職及五專層級青少年學生,平均年齡17.27歲。經過項目分析的檢驗,本研究所編製的多元自我概念概念量表Cronbach’s α係數達.85。驗證性因素分析的結果支持了兩組相依的初階因素的存在,其中包括了相依的十個學業(academic)與非學業性(non-academic)自我概念的不同子向度,以及四個相依的成份因素,證實了雙維模式的適切性。然而,十個不同向度的高階因素模式並未獲得統計支持,顯示這十個自我概念因子有獨立存的必要。本研究進一步的檢驗了相關背景變項、家庭影響、社會支持、心理需求概念與多元自我概念的關係,亦探討了自我概念與學業表現的關聯,試圖對於自我概念的相關現象進行全面的檢驗,最後本研究指出了理論驗證的意義與相關因素分析的結果,並檢討研究的限制與未來研究的建議。
    This study is to examine the model of multi-dimensional self-concept on adolescents and the relationships with the other variables. Based on Michael & Smith (1976)and Shavelson et alos(1976)multidimensional theory of self-concept, adolescent self-concept will be deposited into different domain areas(academic and non-academic)and into different components. Each of the two main domain areas may furthermore develop into different parts, depending on different domains of academic activities;also, non-academic self-concept may have different dimensions, depending on different contents of developmental targets. The sample if 1576 high-school level students located in three different areas(south, north, and middle)of Taiwan. Research instruments include a multifaceted self-concept scale along with measures of self-esteem, self-monitoring, anxiety, and needs. The theoretical structure of multidimensional self-concept was examined by confirmatory factor analysis of structural equation modeling, proving the factorial validity of the scale. A correlated ten-dimensional / four-component self-concept model was proved as the best concept. The influences of family types, sex, school types, and psychological need on self-concepts were analyzed. Finally, the limitations and further research suggestions were discussed.
    Relation: 教育與心理研究, 26(1),85-131
    Journal of Education & Psychology
    Data Type: article
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

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