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題名:技專校院學生的課業壓力、壓力反應與壓力因應方式之相關研究
作者:林英明
作者(外文):Ying Ming Lin
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:陳繁興
學位類別:博士
出版日期:2008
主題關鍵詞:壓力課業壓力壓力反應壓力因應方式stressacademic stressstress reactionsstress coping styles
原始連結:連回原系統網址new window
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本研究旨在探討技專校院學生的課業壓力、壓力反應及壓力因應方式的研究,本研究採用質的研究法,透過文獻分析建構訪談大綱,並據此深度訪談十位技專校院學生,以所得資料建構課業壓力、壓力反應與壓力因應方式量表。再採用量的研究法中的問卷調查,對全國技專校院的學生做比例分層叢集抽樣,有效樣本計有1992份,有效回收率56%。研究工具為研究者自編之「技專校院學生課業壓力、壓力反應及壓力因應方式問卷」。所得資料以SPSS軟體進行多變量變異數分析(MANOVA)與典型相關加以驗證研究假設。茲將本研究之主要研究結果說明如下:
一、全國技專校院學生課業壓力為中等程度,各面向依序為考試壓力、自我壓力、教授壓力、作業分組壓力、同儕壓力、父母與成績壓力與時間管理壓力。
二、全國技專校院學生壓力反應為中等程度,各面向依序為心理抗拒、生理反應、心理反應、生理抗拒、生理耗竭與心理耗竭。
三、全國技專校院學生以積極情緒與積極問題二面向的因應方式採用頻率為中高等程度,消極問題與消極情緒二面向的採用頻率為中低等程度。
四、包括性別、公私立別、就讀學制、年級、學院類別等五種不同背景變項的技專校院學生,其課業壓力有顯著的差異。
五、包括性別、公私立別、就讀學制、學校區域、年級、學院類別等六種不同背景變項的技專校院學生,其壓力反應有顯著的差異。
六、包括性別、公私立別、就讀學制、學校區域、年級、學院類別等六種不同背景變項的技專校院學生,其壓力因應方式有顯著的差異。
七、技專校院學生課業壓力與壓力反應、課業壓力與壓力因應方式、壓力因應方式與壓力反應有顯著的典型相關。
關鍵字:壓力、課業壓力、壓力反應、壓力因應方式
ABSTRACT
The purpose of this study was to understand the academic stress, stress reactions, and stress coping styles of students at universities and colleges of technology. Qualitative research method and in-depth interview are adopted in this study to collect data. Document analysis was used to establish an interview outline. Ten students from universities and colleges of technology in Taiwan were invited to participate in the interview of the study. The inventory of the academic stress, stress reactions, and stress coping styles were constructed with these interview data. The study adopted the quantitative research and questionnaire investigation method, besides, proportional stratified and cluster sampling was utilized. There were 1992 questionnaires used as effective data samples, yielding an usable return rate of 56%. The study used “The questionnaire of academic stress, stress reactions, and stress coping styles of students at universities and colleges of technology as the instrument for investigation. The collected data was analyzed by using MANOVA & canonical correlation analysis. The major findings of the study are as follows:
1. The situation of technology college students’ academic stress was at middle degrees. The order of factors is quiz stress, ego expect stress, teacher stress, assignment groups stress, peer stress, parents and achievements stress, and time management stress.
2. The situation of technology college students’ stress reactions was at middle degrees. The order of factors is psychology resist, physiology reaction, psychology reaction, physiology resist, physiology exhaust, and psychology exhaust.
3. Frequency of technology college students’ stress coping style, adopting positive emotion and positive problem solving are at middle-high degrees. However, frequency of technology college students’ stress coping style, adopting negative problem method and negative emotion are at middle-low degrees.
4. Five different background variables of students at universities and colleges of technology, including gender, national or private, school style, level, and college category aspects of the academic stress were statistically significant.
5. Six different background variables of students at universities and colleges of technology, including gender, national or private, school style, level, school district and college category aspects of the stress reactions were found a significant difference.
6. Six different background variables of students at universities and colleges of technology, including gender, national or private, school style, level, school district and college category aspects of the stress coping style were found significantly different.
7. Different inventories of technology college students’ academic stress and stress reactions, academic stress and stress coping style, stress coping style and stress reactions were found significantly on canonical correlation.
Keywords: stress, academic stress, stress reactions, stress coping style
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