本研究的主要發現如下： 一、大學生在認知面、情緒面與行為面都有因應策略進行運作。 二、整體「後設能力」對「分手認知因應」有正向的幫助，其中「覺察」、「計劃」與「連結」對大學生在運用「分手認知因應」時有所助益，而以「計劃」效果最大。 三、整體「後設能力」對「分手情緒因應」有正向的幫助，其中「計劃」、「連結」與「監控」對大學生在運用「分手情緒因應」時有所助益，而以「連結」效果最大。 四、整體「後設能力」對「分手行為因應」有正向的幫助，其中「覺察」與「連結」對大學生在運用「分手行為因應」時有所助益，而以「連結」效果最大。 The purpose of this research was to analyze the differences of college students with different gender on Metacognition and Breaking up Coping Strategy. It was also to investigate the influence of Metacognition to the Breaking up Coping Strategy. 520 college students taken from Tamkang University, and Questionnaire Method was taken. The tool of this research included Metacognition Scale and Breaking up Coping Strategy Scale. The data obtained was analyzed by T-Test and Multiple Simultaneous Regression Analysis.
The main findings were as follows: 1.There is no gender difference in Metacognition and Breaking up Coping Strategy 2.Metacognition has positive effects on Cognition-Focused Coping. Among Metacognition, Awareness, Planning, and Connecting have positive effects on using Cognition-Focused Coping of college students, while Planning has the most positive effect. 3.Metacognition has positive effects on Emotion-Focused Coping. Among Metacognition, Planning, Connecting, and Monitoring have positive effects on using Emotion-Focused Coping of college students, while Connecting has the most positive effect. 4.Metacognition has positive effects on Behavior-Focused Coping. Among Metacognition, Awareness, and Connecting have positive effects on using Behavior-Focused Coping of college students, while Connecting has the most positive effect.
