Relationships Among Interpersonal Intimacy Competence,Loneliness, And Depression Of College Students

• Main Authors: Chen,Fei-Rou, 陳斐柔
• Other Authors: Cheng,Wan-Min
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/55225409430227652536

碩士 === 國立臺中教育大學 === 諮商與應用心理學系碩士班 === 100 === The main purpose of this study was to examine the relationships among interpersonal intimacy competence, loneliness, and depression of college students. Participants were 807 nationwide college students, and questionnaire-surveying method was employed. Instruments used in the study included the Interpersonal Competence Questionnaire, the Loneliness Scale, and the Center for Epidemiologic Studies Depression Scale. Data were analyzed by using mean, standard deviation, t test, one-way ANOVA, one-way MANOVA, canonical correlations, and stepwise multiple regression analysis. Major results were as follows: (a) College students’ interpersonal intimacy competence was above the medium, the loneliness was low, and the depression was also low. (b) College female students’ scores on “emotional support” and “initiation/disclosure” were higher than male students; male students’ scores on “loneliness and helplessness” and “lacking of friends” were higher than female students; juniors’ scores on “weak belongingness” and “lacking of friends” were higher than freshmen, sophomores, and seniors; juniors’ depression was higher than sophomores. (c) College students who scored high on “emotional support”, “negative assertion”, “conflict management”, and “initiation/disclosure” were more likely to score low on “loneliness and helplessness”, “weak belongingness”, and “lacking of friends”; college students who scored high on “initiation/disclosure”, “negative assertion”, and low on “emotional support” were more likely to score low on “weak belongingness”. (d) “Loneliness and helplessness”, “weak belongingness”, “negative assertion” and “conflict management” had the power of prediction toward depression. According to the results and limitations, some suggestions are made for educators, counselors and researchers.