College Students Interpersonal Behavior Measurement and Relevant Variable Study

• Main Authors: Hung-chi Liao, 廖宏啟
• Other Authors: Feug-Tsu Liao
• Format: Others
• Language: zh-TW
• Published: 1999
• Online Access: http://ndltd.ncl.edu.tw/handle/02032097669638232185

碩士 === 國立高雄師範大學 === 輔導研究所 === 87 === This thesis attempts to develop an Interpersonal Behavior Scale for the measurement of interpersonal features and interactions. Two hundred and nine college students of National Sun Yat-son Unversity and National Kaohsiung Normal University serve as the pre-test samples. After item analysis, multidimensional scaling (MDS) and trigonometric method are used to examine how the scale matches in the circumplex.Using my own Interpersonal Behavior Scale as the main research tool, together with Wu Li-yun’s Interpersonal Interaction Scale and Wang Ch’ing-fu’s Interpersonal Attachment Scale, I edit a College Student Interpersonal Relationship Inventory for an empirical study of validity research. The material comes mainly through purpose sampling, using the Interpersonal Behavior Scale and College Student Interpersonal Relationship Inventory as the tools to examine the relationship between friends of the same sex in the southern Taiwan colleges. The valid questionnaires are respectively 125 for interpersonal behavior scale and 138 for college student interpersonal relationship inventory. The material is put into the computer and analyzed through SPSS according to the research hypotheses. The main statistic approaches are Canonical Correlation and two way MANOVA. What follows is the result:1. In the scale, the coefficient of internal consistency and test-retest reliability coefficient can be tolerated. Multidimensional scaling and geometric approach prove that the three interpersonal relationship cluster orders correspond to theoretical construct. However, as for affiliation and autonomy dimensions, only “action toward other” stands; as for “reaction to other” and “self-concepts” dimensions, only affiliation stands, and autonomy is not supported. 2. In the scale, “action toward other” and “reaction to other” are obviously correlated, and both are influenced by “self-concepts”. Besides, in the composite of these two interactive dimensions, there is interpersonal flexibility, which shows that in the affiliation dimension an individual can be both friendly and hostile and in the autonomy dimension an individual can be both dominant and submit. The interpersonal relationship of the composite approximately matches in the circumplex. As for the two basic dimensions, affiliation is clearer than autonomy. 3. Between the matches, “reaction to other” is influenced by the other’s “action toward other”. The composite of the two interactive interpersonal dimensions also approximately corresponds to the dimension or quadrant in the complementary principle and the circumplex.4. Interpersonal behavior and interpersonal problems are obviously criterion related. Moreover, the affiliation dimension approximately matches the dimension or quadrant in the circumplex except for a few. 5. There are indeed differences in interpersonal behavior between two sexes of the college students. The male are more hotile-dominant, and they tend to control, blame and attack. The female emancipate, and they show disclose and reactive love. 6. As for “action toward other” and “self-concepts”, the Interpersonal Behavior Scale can distinguish between differences of interpersonal attachment types. As for ignorance in “action toward other”, the Interpersonal Behavior Scale can distinguish between dismissive, secure, and preoccupied attachment types. As for the affiliation dimension in “self-concepts”, the Interpersonal Behavior Scale can distinguish between secure and insecure attachment types.Based on the above research result, the researcher purposes to the reader substantial suggestions as to the usage and development of the Interpersonal Behavior Scale.