淡江大學機構典藏:Item 987654321/113946
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    题名: 大學生後設能力對分手因應策略之影響 : 以淡江大學為例
    其它题名: The influence of metacognition to the breaking up coping strategy : the sample taken from Tamkang University students
    作者: 蘇宗翔;Su, Zong-Shiang
    贡献者: 淡江大學教育心理與諮商研究所碩士班
    柯志恩
    关键词: 後設認知;分手;因應策略;Metacognition;Breaking up;Coping strategy
    日期: 2017
    上传时间: 2018-08-03 14:36:36 (UTC+8)
    摘要: 　　本研究旨在分析不同性別大學生在「後設能力」與「分手因應策略」的差異情形，並探討大學生的「後設能力」對「分手因應策略」的影響。本研究採問卷調查法進行，以淡江大學共計247名大學生為研究對象，研究工具包括「後設能力量表」與「分手因應策略量表」，以獨立樣本t檢定、多元同時迴歸等方法進行分析。

    　　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.
    显示于类别:[教育心理與諮商研究所] 學位論文

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