| Summary: | 碩士 === 國立臺灣師範大學 === 教育心理與輔導學系在職進修碩士班 === 98 === This study investigates the relationships among loss experiences , social supports and self-mutilation. The sample consisted of 1,117 students from the 7th and 8th grades from seven junior high schools in Taipei.
Instruments used in this study include “The Loss Experiences Questionnaire”, “The Social Supports Questionnaire” and “The Self-mutilation Questionnaire”. Data obtained in this study are analyzed with the means of t-test, canonical correlation, and multiple stepwise regression analysis.
The main findings are as follows:
1.With regard to loss experiences, the scores of female students are higher than those of male students on interaction relationship loss and self-worth(self-evaluation) loss. There was no significant difference on
important object loss.
2.With regard to social supports, the scores of female students are higher than those of male students on emotional support, appraisal support, and informational support.
3. With regard to self-injurious, the scores of female students are higher than those of male students on negative emotion, and withdrawal (self-criticism).
There was no significant difference on aggressive behavior, and self-mutilation/ self-injury.
4.The result of canonical correlation analyses reveals that self-mutilation is
associated with loss experiences and social supports. Loss experiences are positively correlated with self-mutilation and social supports are negatively correlated with self-injurious.
5. According to the result of regression stepwise analyses, self-worth(self-evaluation) loss, interaction relationship loss, important object loss , emotional support, and appraisal support seem to significantly
predict self-mutilation, which accounted for 27.6% of the variance of the self-injurious.
Based on the results, implications of this study for education-related organizations, and parenting are discussed, and suggestions for future research are proposed.
Keywords: loss experiences, social supports , self-mutilation
|
|---|
