高中職學生異性交往關係品質與人際親密能力、性別角色之關係研究

• Main Author: 鄭喜月
• Other Authors: 陳李綢
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/59306150080060415718

碩士 === 國立臺灣師範大學 === 教育心理與輔導學系 === 93 === The main purpose of this research is to explore the relationship between vocational high school students’ gender and romantic relationship, heterosexuality situation, interpersonal competence, and gender role. There are five purposes included in the research : (1) edit a scale which is applicable to evaluate the opposite sex relationship among vocational high school students, then go on to construct such a referential model that enable us to understand the differences among high students of all genders and whether they have romantic experience or not. (2) explore the heterosexuality among vocational high school students on the campus nowadays. (3) explore the differences of heterosexuality（including of the quality of heterosexual, conflict management of heterosexual relationship, the basic need of making friends with the opposite sex, and their points of view towards the effect of the heterosexuality）, interpersonal competence, gender roles identity of genders and romantic experience. (4) find out the relationship between quality of opposite sex relationships, conflict management, interpersonal competence, and personal attributes. (5) induce this thesis’s findings for us to propose practicable suggestions used for educators and parents. The way of questionnaire is adopted in this study. Our research participants include 1074 students studying in Taichung County and Taichung City. Such research tools as “the table of adolescent heterosexuality”, “the scale of interpersonal competence”, and “the Personal Attributes Questionnaire-Chines” were utilized here. The data obtained in the study is processed statistically with tools as “reliability analysis”, “one-way MANOVA”, “t-test”, and “canonical correlation analysis”. The results of the study are as follows: 1. Among all the students, more students have romantic experience, and male students have more experiences than female ones. 2. In terms of gender, male students have higher “satisfaction” than female ones, female students have higher “separateness” than male ones in the quality of heterosexual relationship; the male students’ conflict management have more “voice” and “loyalty” than female ones in their heterosexual relationship; in the basic need of heterosexuality, female students have higher need of “safety” and “esteem” than male ones; the boys think that heterosexuality has more positive effect on “personal experience”, “peer relationship”, and “academic performance”; as for interpersonal competence of male students’ “conflict management” are higher than female students; concerning the gender role identity of students , more students are “androgyny”, and boys’ instrumental attributes are stronger than girls. 3. In terms of romantic experience, students who have romantic experience have higher “intimacy”, “separateness”, and “satisfaction” than those have no romantic experience in the quality of the heterosexual relationship; about conflict management students who have romantic experience are more “voice” and “loyalty” in their cross-sex friendship than people who had never fallen in love; in the basic need of heterosexuality, students who have romantic experience have higher need of “physiological” than those who has no romantic experience; as far the ability of “negative assertion”, “initiation”, and “self-disclosure” in interpersonal competence, students who have romantic experience are higher than those who had never fallen in love ; regarding the gender role identity of students whether students have romantic experience or not, more students are “androgyny”, and people who have romantic experience, their instrumental attributes are stronger than those who had never fallen in love. 4. According to canonical correlation analysis, the relationship between quality of the heterosexual relationships with conflict management, interpersonal competence, and personal attributes are strong, medium and weak. In the end, the researcher based upon these findings and discuss them adequately, then go on to generate conclusions, and put forward concrete suggestions which can be used as ready references for educators, parents, and future studies.