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| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 姚開屏(Grace Yao) | |
| dc.contributor.author | Yu-Shin Chen | en |
| dc.contributor.author | 陳禹昕 | zh_TW |
| dc.date.accessioned | 2023-03-19T23:16:25Z | - |
| dc.date.copyright | 2022-07-22 | |
| dc.date.issued | 2022 | |
| dc.date.submitted | 2022-07-20 | |
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| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/85423 | - |
| dc.description.abstract | 目的：Erik Erikson提出青少年階段是個體發展自我認同的重要階段，而認同發展亦影響個體的適應。過去研究指出青少年隨年紀增長，看重的認同層面也會隨之改變，且自我認同易在生活遭逢重大轉變時受到劇烈影響，例如升大學，尤其是當過去生長背景與大學生活經驗差異巨大時。若環境資源能提供適切支持以利個體克服認同危機，將促進其健康適應。本研究目標有四，第一，了解弱勢生與一般生於自我認同發展、情緒適應及學業表現上的差異；第二，探究年級對自我認同發展、情緒適應、學業表現的影響；第三，探究自我認同、家庭經濟、及適應之間的關聯；第四，整理研究發現，反思弱勢學生處境，並嘗試提供各大學扶弱計畫可供參考之建議。方法：以網路問卷形式搜集資料，採用4,494名國立臺灣大學之大學生為樣本，探究經濟弱勢生與一般生之自我認同發展差異，及其與社會支持和生活適應間的關係。結果：（一）弱勢生比起一般生，於自我認同確定性表現較低，呈現較多憂鬱、焦慮及壓力，雖然客觀學業表現上無明顯差異，然對自身學業表現較不滿意。（二）自我認同確定性可中介家庭經濟與大學適應之間的關係。（三）年級可負向預測適應結果及社會支持，社會支持則正向預測認同確定性及適應結果。結論：本研究支持經濟弱勢藉由自我認同確定性影響大學適應，針對自我認同發展，建議學校端投入相應介入方式的建置。 | zh_TW |
| dc.description.abstract | Background: As Erik Erikson said, adolescence is an important period of development of self-identity, and self-identity is related to adjustment. Some studies suggested that as age increases, adolescents would value different aspects of self-identity. And when encountering significant life events, self-identity would be dramatically influenced, for example: attending a college, especially when an individual experiences a lot of difference between college life experience and one’s original life experience before college. If there are suitable environmental supports for helping individuals solve identity crises, it might promote positive adjustment. This study aims to (1) understand the difference in self-identity, emotional adjustment, and academic performance between normal college students and disadvantaged college students; (2) explore the impact of grade on the development of self-identity, emotional adjustment, and academic performance; (3) explore the relationship between self-identity, family economic status; (4) try to provide some suggestions for programs of assistance for disadvantaged students. Method: Questionnaires were collected from social media, and a total of 4,494 valid samples were obtained, whole sample are consisted of students from National Taiwan University. Result: (1) Compare to normal students, disadvantaged students display a lower score on the firmness of identity, and more depression, anxiety, and stress. Although there is no difference between objective academic performance, a significant difference exists in subjective satisfaction with academic performance. (2) firmness of identity mediates a positive relationship between family income and adjustment. (3) Grade negatively predict adjustment and social support, and social support positively predicts adjustment and satisfaction with academic performance. Conclusion: The present study supports the idea that the effect of economic disadvantage on adaptation is mediated through the development of identity firmness. We recommend some suggestions about interventions for the development of self-identity. | en |
| dc.description.provenance | Made available in DSpace on 2023-03-19T23:16:25Z (GMT). No. of bitstreams: 1 U0001-2007202212015600.pdf: 2655798 bytes, checksum: 7b75582d5a92dd9af2088a4a4c2a6a17 (MD5) Previous issue date: 2022 | en |
| dc.description.tableofcontents | 審定書 i 中文摘要 ii 英文摘要 iii 第一章 緒論 1 第一節 弱勢生的定義與適應 2 第二節 自我認同的定義、測量與對適應的影響 6 第三節 研究目的與假設 10 第二章 研究方法 13 第一節 研究參與者 13 第二節 研究程序 14 第三節 研究工具 14 第四節 統計方法與統計軟體 17 第三章 研究結果 18 第一節 描述統計 18 第二節 弱勢生與一般生之差異分析 18 第三節 年級對認同發展之影響 23 第四節 中介效果 33 第五節 路徑分析 40 第四章 討論 43 第一節 弱勢生的困境 43 第二節 自我認同扮演的角色 46 第三節 從實證研究反思大學場域之弱勢關懷 49 第四節 研究限制及未來研究方向 52 參考文獻 54 附錄 62 附錄一 自我認同重要性及確定性量表 62 附錄二 Depression Anxiety Stress Scale中文版 69 附錄三 Inventory of Social Supportive Behaviors中文版 70 附錄四 研究問卷之人口學變項調查部分 71 附錄五 描述統計表 73 | |
| dc.language.iso | zh-TW | |
| dc.subject | 弱勢大學生 | zh_TW |
| dc.subject | 自我認同 | zh_TW |
| dc.subject | 生活適應 | zh_TW |
| dc.subject | 經濟弱勢 | zh_TW |
| dc.subject | 社會支持 | zh_TW |
| dc.subject | economic disadvantage | en |
| dc.subject | social support | en |
| dc.subject | self-identity | en |
| dc.subject | disadvantaged college student | en |
| dc.subject | adjustment | en |
| dc.title | 自我認同與環境支持對經濟弱勢大學生校園生活適應之影響 | zh_TW |
| dc.title | The Impact of Self-identity and Social Support on the College Adjustment of Economic Disadvantaged Students | en |
| dc.type | Thesis | |
| dc.date.schoolyear | 110-2 | |
| dc.description.degree | 碩士 | |
| dc.contributor.coadvisor | 林耀盛(Yaw-Sheng Lin) | |
| dc.contributor.oralexamcommittee | 陳坤虎(Kun-Hu Chen),鄧閔鴻(Min-Hung Teng),楊啟正(Chi-Cheng Yang) | |
| dc.subject.keyword | 自我認同,經濟弱勢,社會支持,弱勢大學生,生活適應, | zh_TW |
| dc.subject.keyword | self-identity,economic disadvantage,social support,disadvantaged college student,adjustment, | en |
| dc.relation.page | 81 | |
| dc.identifier.doi | 10.6342/NTU202201567 | |
| dc.rights.note | 同意授權(全球公開) | |
| dc.date.accepted | 2022-07-20 | |
| dc.contributor.author-college | 理學院 | zh_TW |
| dc.contributor.author-dept | 心理學研究所 | zh_TW |
| dc.date.embargo-lift | 2022-07-22 | - |
| 顯示於系所單位： | 心理學系 | |
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