淡江大學機構典藏:Item 987654321/31020
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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/31020


    Title: 大學生的學業挫折容忍力與思考風格之關係研究
    Other Titles: A study on the relationship among school frustration tolerance and thinking styles for college students in Taiwan.
    Authors: 徐泰國;Hsu, Tai-kuo
    Contributors: 淡江大學教育心理與諮商研究所碩士班
    柯志恩;Ko, Chih-en
    Keywords: 學業挫折容忍力;思考風格;學業成就;School frustration tolerance;Thinking style;Academic Achievement
    Date: 2009
    Issue Date: 2010-01-11 00:08:58 (UTC+8)
    Abstract: 本研究希望藉由瞭解高挫折容忍力大學生其思考風格傾向，探究思考風格傾向與學業挫折容忍力高低的關係，並與其學業現況比較，提供大專院校教學以及輔導單位適當建議，希望對於現階段大學生挫折容忍力的提升與改進之道有所助益。本研究採問卷調查法進行，以21所大學共1174名大學生為研究樣本，研究工具包括「大學生學業挫折容忍力量表」與「思考風格量表」，以獨立樣本t檢定、單因子變異數分析等方法進行統計分析。
    本研究的主要發現有：（一）不同性別的大學生在學業挫折容忍力上有顯著差異，男性大學生在「挫折後情感反應」高於女性大學生；女性大學生在「挫折後行動取向」大於男性大學生。（二）公立大學的大學生在「整體學業挫折容忍力」、「困難偏好取向」與「挫折後行動取向」高於就讀私立大學的學生。（三）不同背景變項大學生在思考風格各層面達顯著差異。（四）不同學業成就大學生在學業挫折容忍力呈現差異，且學業成就較佳者的學業挫折容忍力高於學業成就較差者。（五）不同學業挫折容忍力大學生在思考風格各層面間呈現差異，除了層次類別的「整體型」、傾向類別的「保守型」之外，其它各層面均為高學業挫折容忍力大學生大於低學業挫折容忍力大學生，由此瞭解低學業挫折容忍力的大學生偏好看待事情的整體狀況，不善於處理細節，並以固定的模式來處理事情。（六）不同學業成就大學生在思考風格呈現部分差異，分別是形式類別的「專一型」、「階層分明型」為學業成就較佳者較高，以及層次類別的「整體型」為學業成就較差者較高，研究發現，大學生若能以專注的態度，訂定每件事情的順序，漸進完成所有目標，則對其學業成就將有正向的幫助。
    This study aimed to investigate the relationship of thinking style and school frustration tolerance and compare the current status of academic achievement through the understanding of the thinking style of college students with a high school frustration tolerance in order to offer some suggestions for the instruction in colleges and counseling units and some help for advancing colleges’ school frustration tolerance nowadays. This study used a questionnaire survey, and the subjects were 1174 college students in 21 colleges; the research instruments included “Instrument of School Frustration Tolerance of College Student” and “Thinking Style Instrument,” and independent-sample t-test, one-way ANOVA were used to conducted analysis.

    Findings of this study: (1) College students of different gender had a significantly different level of school frustration tolerance; the level of “emotional reaction after frustration” of male college students was higher than that of female ones; the level of “action orientation after frustration” of female college students was higher than that of male ones. (2) The levels of “overall school frustration tolerance,” “preference for difficulty,” and “action orientation after frustration” were higher than that of college students in private schools. (3) College students with different background variables were significantly different in all aspects of thinking style. (4) Levels of school frustration tolerance of college students with different level of academic achievement were significantly different; those with a better academic performance had a higher level of school frustration tolerance than that with a worse academic performance. (5) All aspects of thinking style of college students with different school frustration tolerance were significantly different; except “global” in the category of “level” and “conservative” in the category of “leaning;” all other aspects of college students with a higher level of school frustration tolerance were significantly higher than that of ones with a lower level of school frustration tolerance. From this, it was known that college students with a lower level of school frustration tolerance preferred seeing the whole picture of things to handling details, and they tended to handle things by fixed patterns. (6) College students with different level of academic achievement were significantly different in thinking style; those with a higher level of academic achievement had a higher level in “monarchic” and “hierarchic” in the category of “form;” those with a lower level of academic achievement had higher level of “holistic” in the category of “level.” It was found out in this study that if they could set up the order of things and achieve all goals step by step via concentration, then these will have a positive help on their academic achievement.
    Appears in Collections:[Master's Program, Graduate Institute of Educational Psychology and Counseling] Thesis

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