技職生離合關係、同儕互動與生活型態之相關研究

• Main Author: 吳亞紘
• Other Authors: 郭靜晃
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/27763764605384825798

碩士 === 中國文化大學 === 心理輔導研究所 === 93 === Quantitative Research of Attachment-Separation Relationship, Peer Interaction and Lifestyle of Occupational Students English Abstract This study is to explore attachment-separation relationships, peer interactions and lifestyles of occupational students in different genders and grades. The research also examined if occupational student’s attachment-separation relationship and peer interaction have direct influence on their future lifestyles. 295 samples, including 129 males and 166 females from the two-year or four-year occupational school students in north Taiwan (North of Miao-Li) were collected. A survey, which includes five categories: Personal background, separation —individuation inventory, attachment inventory, peer interaction inventory, and life style inventory. To analysis all collected data from the survey, the researcher used SPSS for Windows8.0 Statistic Packages of Social Science／Windows software, and the statistic measurements included descriptive statistics, t-test, Person’s correlation , and multiple stepwise. According to the analysis of all samples, the study can be concluded in the following six findings: 1. In the category of gender, males have higher scores in separation and sensation-oriented and other-oriented lifestyles while female samples have higher scores in attachment and peer interaction. 2. Although it shows no positive correlation between grades and attachment-separation relationship, students from lower grades show higher scores in peer interaction (psychological and physical interaction); while students from higher grades have higher scores in sensation-oriented and other-oriented lifestyles. 3. There is a positive correlation between the interactional-confictual independence theory from the separation concept, and the psychological interaction theory from the attachment concept. The study shows that students have lower psychological interaction when they have higher scores in the interaction and conflict independence and attachment relationship. There is a negative correlation between the concept of separation’s functional, emotional, attitudinal, and identical-conflictual independence, and physical interaction; in other words, the higher functional, emotional, attitudinal, and identical-conflictual independence, the lower physical interaction. There is a positive correlation between attachment and physical interaction - the higher attachment, the higher physical interaction. 4. The research also found a negative correlation between functional, emotional, attitudinal, interactional-conflictual, and identical-conflictual independence in the concept of separation and cognitive-oriented lifestyle it represents the higher functional, emotional, attitudinal, interactional-conflictual, and identical-conflictual independence, the lower cognitive-oriented lifestyle. There is a negative correlation between functional, emotional, attitudinal, interactional-conflictual, and identical-conflictual independence in the concept of separation and sensation-oriented life style in the concept of life style; it represents the higher functional, emotional, attitudinal, interactional-conflictual, and identical-conflictual independence, the lower sensation-oriented life style. There is a negative correlation between functional, emotional, attitudinal, interactional-conflictual, and identical-conflictual independence in the concept of separation and other-oriented life style in the concept of life style; it represents the higher functional, emotional, attitudinal, interactional-conflictual, and identical-conflictual independence, the lower other-oriented life style. There is a negative correlation between attachment and sensation/other-oriented life styles; it represents the higher parent attachment, the lower sensation-oriented life style and other-oriented life style. 5. Peer interaction and life style: there is a negative correlation between psychological interaction and sensation/other-oriented life styles; it represents the higher psychological interaction, the lower sensation/other-oriented life styles. There is a positive correlation between physical interaction and cognitive-oriented life style; it represents the higher peer physical interaction, the higher cognitive-oriented life style. There is a negative correlation between physical interaction and other-oriented life style; it represents the higher physical interaction, the lower other-oriented life style. 6. Finally, the study also found that “interactional-conflictual independence,” “attitudinal independence,” “physical interaction,” and “gender” are variables that can lead occupational students’ to a cognitive-oriented lifestyle; the analysis of life style variance prediction: (1) Total power of predictive variable is 23.9 % in the variance of “cognitive-oriented life style,” including “interactional-conflictual independence,” “attitudinal independence,” “physical interaction,” and “gender”; also the most predictable variance is “interactional-conflictual independence,” and the power of explanation is 10.5 %. (2) Total power of predictive variable is 43.5 % in the variance of “sensation-oriented life style,” including “interactional-conflictual independence,” “grade,” “gender,” “attitudinal independence,” “physical interaction,” and “psychological interaction”; also the most predictable variance is “interactional-conflictual independence,” and the power of explanation is 25.6 %. (3) Total power of predictive variable is 42.5 % in the variance of “other-oriented life style,” including “interactional-conflictual independence,” “grade,” “gender,” “functional independence,” ”attachment,” “physical interaction,” and “psychological interaction”; also the most predictable variance is “interactional-conflictual independence,” and the power of explanation is 21.6 %. Key Word: Occupational Students, Attachment-Separation Relationship, Separation individuation, Attachment, Peer interaction, Life style