大學生人際傷害程度、與傷害者間親密感及寬恕之相關研究

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Title:	大學生人際傷害程度、與傷害者間親密感及寬恕之相關研究
Other Titles:	The relationship among degree of interpersonal offense, closeness with the offender and forgiveness for college students
Authors:	翁力齡;Wong, Li-Ling
Contributors:	淡江大學教育心理與諮商研究所碩士班李麗君
Keywords:	大學生;人際傷害;親密感;寬恕;college students;interpersonal offense;closeness;forgiveness
Date:	2011
Issue Date:	2011-12-28 17:17:04 (UTC+8)
Abstract:	本研究旨在探討人際傷害程度、與傷害者間親密感及寬恕之相關研究，以1009位大學生為研究對象，所使用的工具包括親密感量表、人際傷害程度量表、寬恕量表。所得資料以描述性統計、t檢定、單因子變異數分析、皮爾森積差相關，以及多元迴歸等統計方式進行分析處理，歸納研究結果如下：一、有70.2％的大學生曾遭受到人際傷害，其中最常受到普通朋友、同學的傷害，其次是知心朋友，再者是男女朋友；而傷害程度也以知心朋友、男女朋友和普通朋友、同學為最嚴重。二、遭受人際傷害的大學生，對其在安全層面的破壞最多，而對親密層面的破壞最少；且在寬恕傷害者時，多以不報復對方的方式面對，較困難用正面積極的方式面對。三、無論男性或女性大學生對於知覺人際傷害程度並無不同，且在寬恕傷害者方面，亦無不同；而宗教信仰則會使得個體知覺人際傷害程度較低。四、大學生所遭受到的傷害可以恢復時，則其認為人際傷害程度較低，且較容易寬恕對方。五、大學生受到的傷害類型以心理傷害最多；而受到身體傷害者，則認為人際傷害程度最高，且最無法寬恕傷害者。六、傷害發生至今的時間平均約有4年，最久為20年，最近則為0.5個月。而當傷害發生至今半年和7年以上時，大學生知覺人際傷害程度最深，也越困難寬恕對方；且當傷害發生後的半年至1年及4年至7年期間，會出現兩個寬恕高峰期。七、大學生知覺人際傷害程度越深，且與傷害者關係越疏離時，越困難寬恕對方；人際傷害程度為預測大學生寬恕的主要預測變項。八、人際傷害程度之「尊重」為預測寬恕之「正向反應出現」的主要預測變項；而人際傷害程度之「親密」為預測寬恕之「負向反應消失」的主要預測變項。根據此結果，本研究提出對未來研究、衛生教育與諮商的相關建議。 The purpose of this study is to investigate the relations of college students among a degree of interpersonal offense, closeness with offenders and forgiveness in the universities. This study selected 1009 college students as subjects. The instruments of this study include degree of interpersonal offense scale, closeness scale and forgiveness scale. The data was analyzed by frequency distribution, t-test, one-way ANOVA, Pearson product-moment correlation and multiple regressions. The results of research are as the following： 1.70.2% of the college students have ever suffered from interpersonal offense - mainly from acquaintances and classmates, secondly, bosom friends, and thirdly, partners; in addition, bosom friends, partners, acquaintances and classmates have severest effects on them (victims) in terms of a degree of offense. 2.College students suffered from interpersonal offense tend to destroy the safety level, by contrast, do little damage to the intimacy level; speaking of the forgiveness for offenders’ behaviors, they are rarely to take revenge on the offenders, and furthermore it is more difficult for them to be confronted with offenders positively. 3.There is no difference for male or female college students in perceiving the degree of interpersonal offense and forgiving the offenders; the religious belief can make individuals perceive that the degree of interpersonal offense is lower. 4.While college students suppose they recover from hurt one day, interpersonal offense is reagrded as a lower scale and they readily forgive offenders. 5.As far as the type of offense of college students, psychological hurt accounts the greatest percentage. Further, victims with physical injuries consider that they suffered from a high degree of interpersonal offense and it is hardest for them to forgive offenders in comparisons with other victims. 6.Subjects suffered from offense which was occurred about 4 years ago (on average), 20 years ago (the farthest) and 5 months ago (the nearest). While the offense was occurred within six months and more than seven years, college students perceive the deepest degree of interpersonal offense and feel more tough to forgive offenders; on the other hand, whilst the offense was occurred between six months and 1 year and between 4 and 7 years, victims tend to forgive offenders during these two periods. 7.It is more difficult for college students to forgive offenders whereas they perceive a deeper degree of interpersonal offense as well as more alienation from offenders; a degree of interpersonal offense plays an essential role in predicting forgiveness of college students. 8.Esteem in a degree of interpersonal offense is the prediction on the presence of positive in forgiveness. In contrast, intimacy in a degree of interpersonal offense is the prediction on the absence of negative in forgiveness. Based on the above results, in my research some related advice is proposed for the future researches, health education and counseling.
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