影響社會比較效應的相關因素探析暨其與自我效能及主觀幸福感關聯模式之建構與驗證

Abstract

本研究旨在建置國內適用於國中學生之「社會比較效應」量表，並嘗試建構並驗證社會比較效應、自我效能與主觀幸福感的關聯模式，同時探析國中學生社會比較效應的現況及影響其社會比較效應的背景變項和心理變項。研究中採用問卷調查法，以101學年度就讀臺灣地區（包括北中南東四區）公立國民中學七、八、九年級的男女學生為研究對象。先抽取405位國中學生為預試樣本，以做為量表信、效度之分析依據。再以934位國中學生作為本研究之正式樣本，首先進行國中學生社會比較效應、自我效能與主觀幸福感因素結構驗證（測量模式分析）；其次建構並驗證社會比較效應、自我效能與主觀幸福感之關聯模式；再者分析不同背景變項的國中學生在社會比較效應上之差異，以及自尊、數學價值觀、團體表同感和社會比較效應之相關程度；最後探究背景變項、自尊、數學價值觀與團體表同感對社會比較效應的聯合預測力。 研究工具則包括：「個人基本資料調查表」、「自尊量表」、「數學價值觀量表」、「團體表同量表」、「社會比較效應量表」、「自我效能量表」與「主觀幸福感量表」。此外，本研究採用探索性因素分析、驗證性因素分析、結構方程模式、描述性統計、單因子多變量變異數分析、相關分析與逐步多元迴歸等統計方法，分析資料和驗證假設。 茲將本研究獲致的研究結論，臚列如后：

一、國中學生的社會比較效應、自我效能與主觀幸福感的測量模式契合觀察資料。

二、國中學生的向下對比比較、向上對比比較與向下同化比較對主觀幸福感有直接效果；此外，「自我效能」在上述三種社會比較效應和主觀幸福感間具有中介效果。

三、國中學生的社會比較效應與其「性別」、「家庭社經地位」、「學校規模」與「城鄉區域」等背景變項有所關聯。

四、國中學生的自尊和向上同化比較、向下對比比較為顯著正相關；而其自尊和向上對比比較、向下同化比較為顯著負相關。國中學生的數學價值觀和向上同化比較、向下對比比較為顯著正相關；而其數學價值觀和向上對比比較、向下同化比較為顯著負相關。國中學生的團體表同感和向上同化比較、向下對比比較為顯著正相關；不過其團體表同感和向上對比比較、向下同化比較未達任何顯著相關。

五、國中學生背景變項中的性別、家庭社經地位、城鄉區域和心理變項中的自尊、數學價值觀、學校表同感、班級表同感或可作為預測社會比較效應之參考。

最後，本研究根據上述研究結果，提出具體可行的建議，以供學校教師及輔導人員、教育相關單位與後續研究之參考。The purpose of this study was to develop a social comparison responses scale toward junior high school students and confirm the relationships among social comparison responses, self-efficacy and subjective well-being. Furthermore, this study also tried to understand junior high school students´ social comparison responses and explored related factors on them. A pilot study with 405 junior high school students was used to assess the reliability and construct validity of scales. Next, we obtained an efficient sample size 934 after sampling, and used these data to confirm the factor model of social comparison responses, self-efficacy and subjective well-being, constructed the structural model of social comparison responses, self-efficacy and subjective well-being and verified if self-efficacy was the mediator of the model, explore the differences among variables of students´ background on social comparison responses, to investigate the correlation among self-esteem, math-value, group-identification and social comparison responses, and to explore the predictability of variables of students´ background, self-esteem, math-value and group-identification to social comparison responses. Besides, several instruments were administered in this study, including Basic Data, Self-Esteem Scale, Math-Value Scale, Group-Identification Scale, Social Comparison Responses Scale, Self-Efficacy Scale and Subjective Well-Being Scale. And then exploratory factor analysis, confirmatory factor analysis, structural equation modeling, descriptive statistics, one-way MANOVA, correlation analysis, stepwise multiple regression were employed to analyze the data. The results of this study were stated as follows: 1. The scales were appropriate to evaluate junior high school students´ social comparison responses, self-efficacy and subjective well-being. 2. The junior high school students´ downward-contrast, upward-contrast and downward-assimilation had a direct effect on their subjective well-being. The relationships between downward-contrast and subjective well-being, upward-contrast and subjective well-being, downward-assimilation and subjective well-being were also mediated by self-efficacy. 3. The junior high school students´ social comparison responses differed according to gender, social-economic status, school size and urban-rural area. 4. The junior high school students´ esteem was positviely related with upward- assimilation and downward-contrast, but negatively related with upward-contrast and downward-assimilation; The junior high school students´ math-value was positviely related with upward-assimilation and downward-contrast, but negatively related with upward-contrast and downward-assimilation; And the junior high school students´group-identification was positviely related with upward-assimilation and downward-contrast. 5. Gender, social-economic status, urban-rural area, self-esteem, math-value, school- identification and class-identification could predict junior high school students´ social comparison responses. Based on the finding in this study, some suggestions for teachers and counselors at school, educational related authorities, and further studies were provided.