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題名:國中生身體意象:影響因素與教學實驗效果的探討
作者:黃郁茹
作者(外文):Yu-JuHuang
校院名稱:國立成功大學
系所名稱:教育研究所
指導教授:陸偉明
學位類別:博士
出版日期:2016
主題關鍵詞:身體意象、內化社會標準重要他人評價重要他人支持自尊Body imageInternalization of social standardAwareness support from significant othersAwareness criticism of body shape from significant othersSelf-esteem
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國中生隨著青春期發展身體有了劇烈變化,身體意象亦隨之變化,如何擁有正向的身體意象與自尊成為國中生的重要議題。同時,媒體及旁人傳達社會文化存在「瘦即是美、高即是好」單一的身體體型理想標準,會負面影響國中生的身體意象及自尊,亦需要教學介入,以提昇國中生的身體意象。因此本研究的研究目的包括了解國中生的身體意象現況及其影響因素、發展身體意象融入教學之教案、檢驗教學方案實驗結果及其追蹤情形,探討實驗組與對照組的內化社會標準、身體意象及自尊測量分數在前後測、二次追蹤的差異。本研究以內化社會標準量表、覺知重要他人評價量表、覺知重要他人支持量表、身體意象量表及自尊量表為研究工具,以臺南市101學年度某國中學生為母群,採共8班做為樣本,共214人進行研究。本研究分為兩個階段,階段一分析影響國中生身體意象及自尊模式,探討媒體、內化社會標準、覺知重要他人評價及支持對身體意象及自尊的影響,採用結構方程模式分析。階段二對實驗組進行身體意象融入綜合活動教學,共計一學期,探討教學教學對國中生內化社會標準、身體意象及自尊的改變結果,採用排除前測共變數,進行共變數分析。
本研究經實證分析後,重要發現如下:
一、國中生身體意象在身體部位滿意度最不滿意的是自己的身高與體重。
二、影響國中生身體意象及自尊之模式與觀察資料適配,其中媒體透過內化社會標準、覺知重要他人評價會負面影響身體意象及自尊;覺知重要他人支持會正面影響身體意象及自尊,是重要的變項。
三、在經過教學處理,排除前測成績為共變數,實驗組與對照組在身體部位滿意度後測達顯著差異。實驗組與對照組女生在內化社會標準後測達顯著差異。實驗組與對照組全體在內化社會標準追蹤一有顯著差異,在自尊追蹤二有顯著差異。本研究根據研究發現提出教學上及未來研究建議。
The purposes of this study include understanding the status of body image, influential factors of body image among junior high school students, and the effectiveness of teaching intervention to enhance the students’ body image. This study involved five sets of scales including internalization of social standard, awareness of support from significant others, awareness of criticism of body shape from significant others, body image/satisfaction, and self-esteem. Eight intact classes of 214 junior high school students in Tainan city participated in the study. In the first phase, structural equation modeling was used to analyze the model fit to investigate if social standard, awareness of support and criticism from significant others have effects on body image/satisfaction and self-esteem. In the second phase, the study included pretest, teaching intervention, posttest and two follow-up tests. The findings are as follows: First, junior high school students are most dissatisfied with their heights and weights. Second, the model is fit so that social standard, awareness support from significant others, and awareness criticism of body shape from significant others have effects on body image/satisfaction and self-esteem. Third, after the teaching intervention with pre-test scores as covariates, the experimental and the control group have significant difference in body areas satisfaction, internalization of social standard and self-esteem. Implications for the teachers and researchers are also presented.
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