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題名:Snyder希望理論應用於大學生心理諮商效果之研究-大學生生活目標量表與團體諮商方案發展
作者:黃珮書
校院名稱:國立彰化師範大學
系所名稱:輔導與諮商學系所
指導教授:謝麗紅教授
學位類別:博士
出版日期:2012
主題關鍵詞:希望理論大學生大學生生活目標量表團體諮商hope theorycollege studentsChinese domain-specific life goal scalegroup counseling
原始連結:連回原系統網址new window
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  本研究以Snyder之希望理論為理論基礎、Sympson之六大生活領域為架構,建構適用於大專院校學生之生活目標量表,以求更為全面與平衡之了解大學生,並探求目前大學生在社交、課業學習、親密關係、家庭、工作、與休閒各生活領域之希望感現況以及整體希望感;同時,亦運用Snyder希望理論發展團體諮商方案,進行大學生希望諮商團體之準實驗研究,以了解希望理論團體之效果、與參與成員在過程中的主觀經驗。本研究主要結果如下:
(一)在量表編製研究方面:大學生生活目標量表(希望感量表)依據Synder之希望理論與Sympson之六個生活領域進行量表編製,經歷專家審查、預試題項分析與驗證性因素分析、正式測驗之驗證性因素分析、效標效度考驗、並探詢量表重要性評分與各分量表之關聯,顯示大學生生活目標量表能反映希望理論三要素,各分量表總和亦能代表個體的整體希望感得分,是故大學生生活目標量表可運用於了解大學生在各生活領域之希望感、以及整體希望感受。另外,本研究亦運用ANOVA和迴歸分析探究各生活領域重要性評分與量表得分之間的關聯,結果再次驗證過去研究,顯示此二者為不同之概念,重要性評分亦有助於了解個體在各領域之希望感、希望思考情形。
(二)在現況調查研究方面:運用1777位來自台灣北、中、南、東部之在學大學生作為樣本,探究目前大學生在各生活領域和整體希望感之情形,結果顯示,不同性別、年級在大學生生活目標量表之總分並無顯著差異存在,顯示性別、年級對大學生的整體希望感並無顯著差異影響。然而在分量表方面,不同性別在課業學習、親密關係、家庭生活、與休閒生活分量表有統計顯著差異;而不同年級在社交生活、課業學習、工作、與休閒生活分量表有統計之顯著差異存在,唯上述之差異與背景變項之間均屬微弱關係,有待後續研究考驗是否的確存在實務上之差異。
(三)在希望理論團體諮商之準實驗研究方面:希望理論團體諮商係根據希望理論與希望治療之內涵發展而來。研究結果顯示,實驗組成員雖然在後測和追蹤時分數上有所提升,但在後測的希望感總分和分量表均未顯著高於控制組,在追蹤的希望感總分和分量表也均未顯著高於控制組;而在分數變化上,實驗組成員在總分和分量表得分之後測分數變化上未顯著多於控制組,而總分和分量表得分之追蹤分數變化上亦未顯著多於控制組。本研究分析團體諮商之執行狀況與文獻統整對話,以發展出更為可行之團體諮商方案。
(四)在團體成員之主觀經驗分析研究方面:質性分析運用參與實驗團體九位成員(每位成員各訪談兩次)之訪談文本進行分析,結果顯示,在領導員帶領與催化團體之下,團體中的人際互動與正向氣氛促使成員相互分享、思考、與釐清在各領域之目標,且因對彼此的同理、支持、與鼓勵、不帶批評式的回饋,使團體對成員在效能思考上有較多影響,然而在各領域之分析結果均可見方法思考的影響較為欠缺。團體歷程協助成員在認知思考上有所獲益、在情緒上也有所轉化,支持與印證Snyder研究團隊和希望概念之研究學者的結果,顯示確可運用希望理論於大專院校團體諮商與輔導工作上。
本研究根據上述結果進行討論,並提供具體建議以供後續研究、大專院校輔導工作人員與教師在實務應用之參考。
Based on Snyder’s Hope Theory, this study aimed at developing a domain-specific
hope scale (officially named as Chinese domain-specific life goal scale) and group
counseling program for college students in order to understand and promote college
students’ hope in terms of six life arenas: social life, academic, romantic relationship,
family, work, and leisure life. The results of this study were as follows:
1. The study of construction and validation of the Chinese domain-specific life goal
scale: the items of the Chinese domain-specific life goal scale(CDSLGS) were
developed according to Snyder’s hope theory and Sympson(1999) six life arenas.
Each subscale contained items representing goal, agency, and pathways thinking.
CDSLGS were then gone through expert review (content validity), pilot test with item
analysis and confirmatory factor analysis, and validity test with confirmatory factor
analysis as well as criterion validity. In addition, correlation analysis, one-way
analysis of variance(ANOVA), and regression analysis were used to understand the
relationship between importance ratings and subscales. Results showed that CDSLGS
was suitable to use to understand college students’ six domain hope, and the addition
of the six subscale scores could stand for the total hope score. The exploration of the
relationship between importance ratings and scale scores supported the previous
studies that importance rating was a different concept than hope scores and that these
two concepts combined could help better understand individuals’ hope.
2. The survey of current college students’ hope status: The result of the investigation
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of 1777 college students showed that gender and grades had no significant differences
on the total score, indicating these two variables playing no significant influences on
individuals’ total hope status. However, t-test showed that gender had significant but
small differences on academic, romantic relationship, family, as well as leisure life
subscales. ANOVA result showed that grades also yielded significant but small
differences on social life, academic, work, and leisure life subscales. Whether gender
and grades significantly influenced the above subscales and to what extent the
influences really existed needed further exploration.
3. The study of the effect of the hope group counseling program: This study developed
a group counseling program based on Hope Theory and went through experiment. The
results of the experiment were in the following: (1) although the grades of the
experiment group were promoted in post-test and follow-up, the post-test scores on
subscales and total were not significantly higher than the control group; (2) the
follow-up scores on subscales and total score of the experiment group were not
significantly higher than the control group; (3) the score changes of the experiment
group from pre-test to post-test on subscales and total scores were not significantly
higher than the control group; (4) the score changes of the experiment group from
pre-test to follow-up on subscales and total scores were not significantly higher than
the control group. The study then discussed the group process with relevant literature
to form a better hope group counseling program for college students.
4. The qualitative analysis of the hope group members’ subjective experiences: The
last part of the study used the qualitative approach to explore nine members’
subjective experiences regarding participation in one hope group. The results showed
that the hope group provided positive and sharing atmosphere to allow members to
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share their goals, to start to crystallize what they want for their life. Moreover, results
showed that by sharing common hope and goals, by empathically listening,
understanding, responding, and encouraging one another, group members experienced
more positive self inner talk, therefore promoting their agency thoughts. However, the
qualitative analysis also showed that members generally lacked for the discussion of
pathways in various life domains. The qualitative exploration of members’ subjective experiences supported previous research and helped to form a better hope group
counseling program.
This study provided further discussion according to the results and suggestions for
further applications and research.
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