Significant Predictors of Adolescent’s Positive Thinking and Self-Identity

• Main Authors: Shih-shan Tai, 戴詩珊
• Other Authors: Huann-shyang Lin
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/85076809579795417448

碩士 === 國立中山大學 === 教育研究所 === 100 === The purpose of this cross-sectional study was to explore the significant predictors that related to adolescent’s positive thinking and self-identity. Four hundreds and sixty-seven public junior high school participants from 3 different grade levels (i.e., seventh-grade, eighth-grade, and ninth-grade) completed a questionnaire on Adolescent Self-awareness Scale(ASS). The ASS included Background Questionnaire, Positive Thinking Scale, and Self-identity Scale. Moreover 5 junior high school students with the highest total scores on positive thinking and self-identity, and additional 5 with the lowest total scores on positive thinking and self-identity were recruited as target students for individual interviews to find their common background factors. Descriptive statistics, t-tests, analysis of variance, Pearson correlation, and stepwise multiple-regression were conducted on the quantitative data. For the interview data, an inductive analysis was applied. The major findings are as follows: 1.The significant predictors for adolescents’ Positive Thinking are subjective family atmosphere, physical leisure participation frequency, interpersonal relationships, and academic achievement. 2.The significant predictors for adolescents’ Self-identity are subjective family atmosphere, interpersonal relationships, physical leisure participation frequency, and academic achievement. 3.Ninth-grade students’ Positive Thinking and Self-identity scores are significantly lower than seventh-grade and eighth-grade students. 4.Adolescents with more harmonious family atmosphere prescent significantly higher scores on Positive Thinking and Self-identity. 5.Adolescents with better interpersonal relationship obtain significantly higher Positive Thinking and Self-identity scores than their counterparts. 6.Adolescents who often involved in physical leisure participation present significantly higher Positive Thinking and Self-identity scores than these less involved in physical leisure participants. 7.Adolescents with high positive thinking and high self-identity scores present the following characteristics: better academic achievement, harmonious family atmosphere, good interpersonal relationships, and leisure in physical participation. 8.Adolescents with low positive thinking and low self-identity scores present the following characteristics: lower academic achievement, inharmonious family atmosphere, bad interpersonal relationships, and leisure engagements in non-physical participation. 9.There are significant correlations between adolescents’ Positive Thinking and Self-Identity.