Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/11076
Title: 大學生緣觀構念研究與對本土化諮商的啟示
Other Titles: A Preliminary Study on the Construct of Yuan with College Students and Its Implications for Indigenous Counseling
Authors: 徐欣萍
黃光國
Hsin-Ping Hsu
Kwang-Kuo Hwang
Issue Date: Dec-2013
Publisher: 國立臺灣師範大學教育心理學系
Department of Educational Psychology, NTNU
Abstract: 華人文化中的生活智慧經常透過日常溝通用語呈現而出,進而塑造本土社會民眾普遍的心理特色,故能成為建立本土化諮商輔導模式的重要基礎。而在諸多生活語言中,「緣」是經常出現的口語詞彙,常被用來處理各種關係適應問題,亦為「關係主義」社會特有的心理防衛機轉與思維信念。本研究旨在針對「緣」的文化結構與重要心理知覺表徵進行探索,除欲初步驗證先前理論的概念合理性,同時也可做為後續多元尺度分析與測量工具發展參考。研究分為兩階段,首先進行詮釋學取向的文本分析(Berger, 1995; Fairclough, 1995),呈現「緣」的傳統定義與類別;其次再以社會文化互動觀點,以310 位大學生為研究對象,透過「聯想組合分析法」(Kelly,1985)蒐集詞語資料,並應用數學法則「布萊德福律」篩選有效字詞後進行分析。結果發現,「緣」的文化結構能持續重現於當代社會,且明顯與各種關係互動議題有關,故有潛在的本土化諮商實務價值。本研究初步歸結出「緣」的文化與心理結構,文末並提出省思與建議。
Yuan(緣) is one of the most frequently used words in the Chinese language. People use this term to express their thoughts and feelings. This study aimed to explore the cultural structure and the psychological meaning of Yuan from both traditional and contemporary perspectives. Additionally, this study also tried to verify the corollaries of a tentative theory describing the operation processes of yuan-fen. In stage one, we used contextual analysis (Berger, 1995) to present the traditional characteristics of Yuan. In stage two, we used Associative Group Analysis (Kelly, 1985), a free associative recall technique, to measure the mental representation of Yuan. Data were gathered in a sample of 310 college students. The results suggested that the cultural structures of Yuan can reproduce in contemporary society. Meanwhile, Yuan is related to any kinds of guanxi issues which makes it have a potential functional role contributing to indigenous counseling practice. The construct of yuan which we obtained from this study can be used as a reference to study Yuan for subsequent studies.
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/11076
Other Identifiers: 34B1A1A2-1D16-6F4B-5646-B687C9791902
Appears in Collections:教育心理學報

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