The Relationship Among Separation- Individuation with Parents, Perceived Selfobject Experience, Self-Other Perception, and Interpersonal Interaction Model of Adolescents

• Main Author: 鄭宇彣
• Other Authors: 蔡順良
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/35682361486858950904

碩士 === 國立臺灣師範大學 === 教育心理與輔導研究所 === 92 === ABSTRACT The purpose of this study was to investigate the relationships among separation- individuation with parents, perceived selfobject experience, self-other perception, and interpersonal interaction model of adolescents. The sample of this study consisted of 644 seventh and eighth grade students from four cities in Taiwan, all of them given the following surveys to collect the data for this research: Separation-Individuation with Parents Scale, Perceived Selfobject Experience Questionnaire, Self-Other Perception Scale, and Interpersonal Interaction Model Scale. Data obtained in this study were analyzed by multivariate analysis of variance, regression analysis, canonical correlation analysis and Chi-squire test. The main findings were as follows : 1. Sex difference in adolescents were found for separation- individuation with parents, self-other perception, and interpersonal interaction model. 2. Separation- individuation with parents significantly predicted perceived selfobject experience, self-other perception, and interpersonal interaction model. 3. Perceived selfobject experience significantly predicted self-other perception and interpersonal interaction model. 4. Self-other perception were significantly related to interpersonal interaction model. In investigating the qualitative content of perceived selfobject experience, we found: 1. The percentage of having perceived selfobject experience was significantly higher in girls. 2. Sex difference in adolescents were found for the gender of perceived selfobject. 3. No sex difference was shown for perceived selfobject’s status. 4. Sex difference in adolescents were found for the emotional and instrumental support. Based on the findings of this research, implications and suggestions were proposed for parents, teachers, counselors of adolescents, and future researchers.