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|Other Titles:||The Effects of Threat of Event, Closeness, and Modesty Orientation on College Students' Interpersonal Attribution for Horizontal Distinctiveness|
Department of Educational Psychology, NTNU
|Abstract:||本研究旨在檢視大學生對自身成就的人際歸因方式和歸因動機，是受成就事件本身的類型(橫向傑出，較無社會比較意涵)或人際關係的特性(事件威脅性與關係親近性)影響，同時探討成就者的歸因方式是否受其內化的謙虛取向影響。本研究以新北市一所私立大學的200 位大學生為對象，回收有效問卷計192 份。研究採情境實驗法，以事件威脅性與關係親近性為主要變項設計相關的橫向傑出成就情境。依變項為測量研究參與者在該情境下的人際歸因方式和歸因動機，並測量其謙虛取向程度。採卡方分析的研究結果顯示:當自己的成就會威脅到對方，研究參與者多將成就歸因於外在因素(運氣) ;當成就不會威脅對方，研究參與者對成就的歸因，則受雙方關係的親近程度影響。當對方為關係親近者，傾向將成就歸因於內在因素(努力、能力) ;當對方為非關係親近者，則是將成就歸因於外在因素(運氣)。採t 考驗對謙虛取向分數的分析發現，大學生只有在自己的成就不會威脅到對方，且和對方為關係親近者時，其對成就採內在或外在的人際歸因方式才和個人的謙虛取向分數有關。在此情況下，謙虛取向分數愈高者愈傾向採外在因素歸因自己的成就。|
Th e purpose ofthis study was to examine how college students' interpersonal attribution for their success was affected by thetype of achievements and the characteristics of the interpersonal relationship as well as their modesty orientation.Twohundred undergraduate students participated in this study and 192 valid questionnaires were collωted. Adopting scenarioexperimental method, this study manipulated the variables of "threat of successful event" and “closeness to the interactingtarget" in an achievement of horizontal distinctiveness. The dependent variables were participants' choice of attributionalreason and motivation, in addition, their modesty scores were measured as well. The results oft analyses showed that whenthe success was a threat to the interacting target, participants would attribute their success to "luck" with a motivation of"empathy". When the achievement was not a threat， participants would attribute their success to "effort" and "ability" withintimates with a motivation of "sharing glory", but to "luck" with acquaintances with motivation of "obeying social modestnorm". Moreover, the results of t-test revωled that when the success was not a threat to the intimate, the modesty orientationscores of those who altributed their success to external factors were significantly higher than those who attributed theirsuccess to internal factors.
|Appears in Collections:||教育心理學報|
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