大學生社會支持、希望感與冒牌者現象之關係

Abstract

本研究旨在探討大學生社會支持、希望感與冒牌者現象之間的關係，採用成對樣本t檢定檢驗各變項構面之高低情形，並以獨立樣本t檢定、單因子變異數分析及Pearson積差相關檢驗背景因素（含性別、年級與家庭社經背景）之影響，最後結構方程模型與拔靴法進行三個變項間的中介關係檢驗。本研究最終樣本蒐集到403份問卷，剔除無效問卷後，共400份有效問卷，回收率達99.26%，獲致之主要研究結果如下：一、大學生感知具高程度之社會支持以及中程度之希望感與冒牌者現象。二、冒牌者現象以「成就焦慮與自我懷疑」得分高於「外控歸因與能力否定」、社會支持方面以「朋友支持」得分最高、希望感方面以「路徑思考」高於「動力思考」。三、在冒牌者現象的背景差異分析，得出以下研究結果：（一）性別：在「外控歸因與能力否定」構面得分上，男大學生高於女大學生，且整體樣本而言性別角色傾向愈陰柔的學生其得分也愈低。女大學生愈陰柔則整體冒牌者現象也將隨之降低。（二）家庭社經背景：父母親教育程度對於大學生「外控歸因與能力否定」皆為低度負相關，且父親教育程度又與整體冒牌者現象呈現低度負相關。四、在社會支持的背景差異分析中，得出以下研究結果：（一）性別：女大學生在社會支持的三個構面上得分皆顯著高於男大學生（二）年級：大五以上學生在「朋友支持」得分顯著高於其他年級學生。（三）家庭社經背景：父、母親職業與母親教育程度、家庭月收入皆影響大學生社會支持感知；管理與專業人員父母、母親教育程度高、家庭收入高者，整體而言其子女感知家人、其他重要他人與整體支持顯著較高，惟對朋友支持影響較小。 五、在希望感的背景差異分析，得出以下研究結果： （一）年級：在路徑思考及整體希望感上大五以上之路徑思考及整體希望感會高於中年級大學生。而大一學生的整體希望感也會高於大二學生。 （二）家庭社經背景：在動力思考構面上，父親為專業或助理（半）專業人員及母親教育程度愈高者，其動力思考得分愈高。 六、在相關分析部分，人格特質（含特質焦慮、神經質、完美主義與社會取向成就動機）呈現中度正相關。而社會支持與希望感呈現正相關、社會支持與冒牌者現象呈現負相關、希望感與冒牌者現象亦呈現負相關。 七、結構模型顯示社會支持可以正向預測希望感，而希望感負面影響冒牌者現象，透過加入希望感的模型，降低社會支持對冒牌者現象之影響效果，為完全中介。顯示出希望感於整個模型中的關鍵地位。This study aims to explore the relationships among social support, hope, and the impostor phenomenon in university students. Paired-sample t-tests were used to examine the levels of subdimensions within each variable, while independent-sample t-tests, one-way ANOVA, and Pearson correlation analyses were employed to investigate the effects of background factors, including gender, grade level, and family socioeconomic status. Structural equation modeling (SEM) and bootstrapping were used to test the mediating relationships among the three variables. A total of 403 questionnaires were collected, with 400 valid responses retained after excluding invalid ones, resulting in a response rate of 99.26%. The main findings of the study are as follows:University students reported a high level of perceived social support, and moderate levels of hope and the impostor phenomenon.Within the impostor phenomenon, scores for “achievement anxiety and self-doubt” were higher than those for “external attribution and denial of ability.” Among social support subdimensions, “friend support” scored the highest, while in hope, “pathways thinking” surpassed “agency thinking.”Regarding background differences in impostor phenomenon:(a) Gender: Male students scored higher on “external attribution and denial of ability” than female students. Overall, students with a more feminine gender role orientation reported lower impostor phenomenon scores, particularly among females.(b) Family socioeconomic background: Both parents’ education levels were slightly negatively correlated with “external attribution and denial of ability,” and father’s education was also negatively correlated with the overall impostor phenomenon.Regarding background differences in social support:(a) Gender: Female students scored significantly higher in all three dimensions of social support.(b) Grade level: Students in fifth year and above reported significantly higher “friend support” than students in lower grades.(c) Family socioeconomic background: Parental occupation, mother’s education level, and household monthly income all affected perceived social support. Students whose parents were in management or professional positions, whose mothers had higher education levels, and whose families had higher income, perceived significantly greater support from family and significant others, though not necessarily from friends.Regarding background differences in hope:(a) Grade level: Fifth-year and above students scored higher on pathways thinking and overall hope than mid-level students; first-year students also reported higher overall hope than second-year students.(b) Family socioeconomic background: Students with fathers in professional or semi-professional roles and those whose mothers had higher education levels scored higher on agency thinking.In correlation analysis, personality traits (including trait anxiety, neuroticism, perfectionism, and socially-oriented achievement motivation) showed moderate positive correlations with the impostor phenomenon. Social support was positively correlated with hope, and both were negatively correlated with the impostor phenomenon.The structural model revealed that social support positively predicts hope, and hope negatively predicts the impostor phenomenon. When hope was included in the model, it fully mediated the relationship between social support and the impostor phenomenon, highlighting the key mediating role of hope in the overall model.