課業壓力對高職機械科學生因應策略之關係：以認知評估為中介效果

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dc.contributor.author陳清檳zh_tw
dc.contributor.author郭姿吟zh_tw
dc.contributor.author陳佳妏zh_tw
dc.contributor.author張仁家zh_tw
dc.contributor.authorChin-Pin Chen, Tzu-Yin Kuo, Chia-Wen Chen, Jen-Chia Changen_US
dc.date.accessioned2014-10-27T15:45:30Z
dc.date.available2014-10-27T15:45:30Z
dc.date.issued2013-06-??zh_TW
dc.description.abstract本研究旨在探討課業壓力和壓力因應策略的關係，並確定認知評估在課業壓力管理模式的中介效果。為達研究目的，本研究採問卷調查法進行實證研究，並使用自編之課業壓力、認知評估與因應策略等量表進行研究，研究對象係以九十九學年度高職工業類機械科日間部一至三年級學生，共發放問卷1,850 份，回收1,719 份，刪除無效問卷69 份，取得1,650 份有效問卷，問卷回收率為92.8%。資料回收後，採結構方程模式（Structural Equation Model，SEM）探討變項之間的關係。研究結果證實課業壓力與認知評估、認知評估與因應策略皆有直接效果影響，而課業壓力會透過認知評估對因應策略有部分中介效果。zh_tw
dc.description.abstractThe purpose e of this study was to explore the cognitive appraisal towards a model of academic stress management among mechanical students in vocational high schools . Through literature review and pre-test, a questionnaire was developed with sufficient reliability and validity. Out of 1, 850 issued questionnaires ,a total of 1,6 50 were returned valid , with a return rate of 92 .8%. The analyses used were AMOS. The findings were （1） Academic stress and cognitive appraisal towards coping strategies as expressed by students are significantly different; （2） Academic stress towards cognitive appraisal and cognitive appraisal towards coping strategiesas expressed by students are significantly different; （3） The effects of academic stress are mediated by cognitive appraisal.en_US
dc.identifierB06FC04B-DA15-81EF-C302-0F753CADBFF9zh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/26879
dc.language中文zh_TW
dc.publisher國立臺灣師範大學科技應用與人力資源發展學系zh_tw
dc.publisherNational Taiwan Normal University Department of Technology Application and Human Resource Developmenten_US
dc.relation46(1)，1-17zh_TW
dc.relation.ispartof科技與工程教育學刊zh_tw
dc.subject.other課業壓力zh_tw
dc.subject.other認知評估zh_tw
dc.subject.other因應策略zh_tw
dc.subject.otherAcademic stressen_US
dc.subject.otherCognitive appraisalen_US
dc.subject.otherCoping strategiesen_US
dc.title課業壓力對高職機械科學生因應策略之關係：以認知評估為中介效果zh-tw
dc.title.alternativeThe Relationship of Academic Stress and Coping Strategies in the Mechanical Engineering of Vocational Senior High Schools: The Mediated of Cognitive Appraisalzh_tw

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