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    題名: 心理位移日記書寫對大學生心理彈性效果之研究
    其他題名: The study of psychological displacement writing paradigm on the effect of university students' psychological flexibility
    作者: 涂耀丰;Tu, Yao-Fong
    貢獻者: 淡江大學教育心理與諮商研究所碩士班
    郭瓈灔;Kuo, Li-Yen
    關鍵詞: 心理彈性;心理位移日記書寫;字詞分析;Psychological Flexibility;psychological displacement writing paradigm;LIWC
    日期: 2015
    上傳時間: 2016-01-22 14:44:09 (UTC+8)
    摘要: 本研究旨在探討心理位移日記書寫如何影響大學生心理彈性、心理位移日記書寫對心理彈性的影響如何展現在字詞使用上,及心理彈性相關字詞使用與心理彈性的相關性為何。資料來源為45位一般大專院校大學生在六周心理位移日記書寫或一般日記書寫前後,收集心理彈性量表AAQ-Ⅱ分數、心理彈性自評分數、書寫文本及焦點訪談資料。結果發現分述如下:
    一、AAQ-Ⅱ量表分析結果發現心理位移日記書寫可促進大學生之心理彈性,日記
    書寫後的心理彈性自評主要在經驗接觸、價值清晰、脈絡自我等面向上有顯
    著差異。
    二、心理位移日記書寫對心理彈性特性的影響,經過焦點團體訪談內容分析後結
    果如下:
    (一)對經驗接觸的影響:「重複書寫,強迫停留」、「深陷固著,無法跳脫」
    (二)對價值清晰的影響:「離開我執,擴展視框」、「反覆辦證,價值釐清」、
    「情緒淡化,理性分析」、「觀點繁眾,難以取捨」
    (三)對脈絡自我的影響:「辯證釐清,擴展界定」、「界定寬廣,難以受益」
    (四)對目標行動的影響:「價值未定,缺乏目標」、「僵化自我,自我設限」、
    「聚焦他人,行動受限」、「焦點轉移,自我調整」、「反覆思索,計劃浮現」
    (五)對接納允許的影響:「個性歸因,難以調整」、「多元觀點,正向覺察」、
    「情緒漸緩,安全保壘」
    三、再經過不同日記書寫,並控制兩組日記書寫前測的差異後,兩組在心理彈性
    量表AAQ-Ⅱ的後測差異未達顯著。
    四、再經過不同日記書寫,並控制兩組日記書寫前測的差異後,兩組在心理彈性
    自評後測差異,只有在經驗接觸上有顯著差異。
    五、心理位移日記書寫組與對照組在心理彈性相關字詞的使用差異,主要展現在
    與接納特性有關的負向情緒詞、悲傷詞及焦慮詞上。
    六、心理位移日記書寫組中心理彈性量表AAQ-Ⅱ後測高分組的成員,在心理位
    移日記書寫前後的心理彈性相關字詞使用差異,主要展現在正向情緒詞、暫
    定詞上,兩種詞類分別對應心理彈性中接納及開放自我的部分。

    七、心理彈性相關字詞中的悲傷詞、因果詞、頓悟詞及問號的使用與心理彈性有
    顯著相關。
    The research discusses about how psychological displacement writing paradigm affects university students’ psychological flexibility, how this type of writing reflects their psychological flexibility through word choosing. In the research, what the corrleation between the use of relevant words in psychological flexibility and the state of psychological flexibility is. The data was collected from 45 university students and the duration was about six weeks. The participants use both psychological displacement writing paradigm and regular dairy writing in the process. The analysis data includes the acceptance and action questionnaire (AAQ-II), psychological flexibility self-rating scale, writing dairy and interview record. The results as follow:
    1. The result of AAQ-II shows psychological displacement writing paradigm can help university students’ psychological flexibility. The difference has shown in few areas like connect with present moment, value, and self as context in their self-rating scale.
    2. The influence of psychological displacement writing paradigm on their psychological flexibility has shown in the analysis of interview record. The results as follow:
    (1) The influence of connects with present moment: The participants repeatedly have to write the same topic, so they have to face their issues. For a long time, they keep having the same response to their issues but they cannot escape from reconnecting with the moment in the writing.
    (2) The influence of value: Once the participants step out from their self-center, it helps them to expend the view of themselves. Also, the repeating process of asking and answering questions tothemselves could help them to clarify their values. When they get emotional, it comforts them and assists them to become rational to see the causes. When they have too many thoughts in mind, they have hard time to make a decision.
    (3) The influence of self as context: During the process of dialectic, it brings them to see and to experiencethe different parts of themselves. People with broad-mindedabout themselves do not demonstrate any differences in this area.
    (4) The influence of committed action: The participants are lack of goals because they do not have their own values and it is difficult for them to make any decision. The limitation of the personalities could affect their committed actions as well. However, when they put the focus on themselves more than before, things change. They repeatedly think the same issue, so their plans will slowly become clearer.
    (5) The influence of acceptance: Due to the personalities, it is difficult to make changes. However, when they start to aware the negative experiences, they could find the positive meaning in those past experiences. Once their emotions are being accepted and cared, it makes them to feel secure.
    3. After the different type of dairy writing and controlled two groups of diary writing process before and after, there is no significant difference in AAQ-II.
    4. After the different type of dairy writing and controlled two groups of diary writing process before and after, there is difference in connect with present moment in their psychological flexibility self-rating scale.
    5. The group of psychological displacement writing paradigm and the compared group has showed the difference in the area of acceptance like negative emotional words, sadness words and anxious words.
    6. The participants who are in psychological displacement writing paradigmgroup get high scores in AAQ-II and they show the difference in the areas like positive emotional words and tentative words. These types of words have demonstrated the acceptance and self-openness in psychological flexibility.
    7. The use of sadness words, causation words, insight words and question marks has a significant correlation with psychological flexibility
    顯示於類別:[教育心理與諮商研究所] 學位論文

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