國中生人格特質及其幸福感之相關研究 -----以高雄市某國中學生為例

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2011

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本研究主要目的在瞭解國中生人格特質及幸福感的現況,並且比較不同背景變項在人格特質及幸福感上的差異情形;進而探討人格特質與幸福感之間的相關情形,以及背景變項和人格特質對於幸福感的預測力。 以2011年高雄市某國中971位學生為研究母群體,採橫斷式調查法,以問卷方式進行資料收集,共發出340份問卷,回收340份問卷,有效問卷335份,有效回收率為98.5%。以統計套裝軟體SPSS for Windows 19.0 中文版進行平均數、標準差、t考驗、單因子變異數分析、皮爾森積差相關及複迴歸分析等統計方式,以完成資料的統計分析。 本研究結果如下: 一、研究對象的人格特質趨向正向。人格特質的五個分量表中,以「友愛親密」得分最高,其餘依序為「創新變異」、「樂觀進取」、「決策能力」,最低的則為「情緒表現」。 二、研究對象的幸福感趨向正向。幸福感的五個分量表中,以「人際相處」得分最高,其餘依序為「身心健康」、「正負情緒」、「生活滿意」,最低的則為「自我肯定」。 三、研究對象在人格特質「情緒表現」的層面,會因性別的不同而有顯著差異。男生在情緒表現的平均得分高於女生。 四、研究對象在整體幸福感及幸福感的「自我肯定」、「人際相處」、「身心健康」等層面,會因學業成績的不同而有顯著差異。學業成績較佳的人其幸福感高於學業成績較差的人。 五、研究對象在幸福感「生活滿意」的層面,會因年級的不同而有顯著差異,一年級學生對生活滿意的程度高於三年級的學生。 六、國中生之「整體人格特質」及其各向度與「整體幸福感」及其各向度間均呈現顯著正相關。 七、「性別」、「年級」、「學業成績」、「家庭社經地位」、「人格特質」等五個預測變項,可以解釋「幸福感」總變異量的44.0%。其中以人格特質為最強的預測因子。
The main purpose of this study was to understand the state of junior high school students’ personality traits and well-being; to compare the differences in personality and well-being between individuals of differing backgrounds and further, to explore the correlation between personality traits and well-being, as well as whether it was the ability to predict a student’s well-being with information on their background variables and personality traits. The subjects were 971 junior high school students in Kaoshiung. A cross-sectional survey was adapted and data was collected in questionnaires. A total of 340 questionnaires were issued, with 335 valid questionnaires, (a 98.5% valid response rate). The data were analyzed with SPSS for windows 19.0, calculating mean, standard deviation, t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple regression. The major conclusions were as follows: 1.Personality traits of participants trend in a positive direction. Personality traits were divided into five level categories: “agreeableness” was the one with the highest score, and then,in order: “openness”,”extroversion”, ”conscientiousness”and finally “neuroticism” as the lowest score. 2.Well-being of participants trended in a positive direction. Well-being was divided into five level categories: “co-relationship” had the highest score, followed by, in order, “soundness of body and mind”, “positive and negative emotion”, “life satisfaction”, and the lowest score, “self-affirmation”. 3.”Neuroticism” of personality traits differs significantly between students of different gender. Average “neuroticism” of male students was higher than that of females. 4.Participants’ “overall well-being”, “self-affirmaton”, “co-relationship” , “soundness of body and mind” significantly differ between students with different grade point averages. The well-being score of students with higher grade point averages were higher than those with lower grades. 5.Participants’ scores in “life satisfaction” level of well-being significantly differ between students in different grades (i.e. year in school). Seventh-grade students’ scores were much higher than ninth-grade students’ scores for this level. 6.Junior high school students’ “overall personality traits” and all its layers and “overall well-being” and all its layers showed significant positive correlation. 7.Five prediction variables—“gender”, “grade”, “grade point average”, “socioeconomic status” and “personality traits”—could explain the 44% total variation of well-being. Personality traits are the strongest predictor.

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國中生, 人格特質, 幸福感, junior high school students, personality traits, well-being

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