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研究生中文姓名:李蕙如
研究生英文姓名:Lee, Hwey-Ru
中文論文名稱:新北市國中特教教師堅毅性格與自我疼惜之調查研究
英文論文名稱:A Survey of Hardiness and Self-Compassion on Junior High School Special Education Teachers in New Taipei City
指導教授姓名:林志聖
口試委員中文姓名:副教授︰趙本強
助理教授︰林志聖
助理教授︰蔡良庭
學位類別:碩士
校院名稱:國立臺灣海洋大學
系所名稱:教育研究所
學號:1049A015
請選擇論文與海洋研究相關度:無相關
請選擇論文為:應用型
畢業年度:107
畢業學年度:106
學期:
語文別:中文
論文頁數:102
中文關鍵詞:特教教師堅毅性格自我疼惜新北市
英文關鍵字:special education teachershardinessself-compassionNew Taipei City
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本研究旨在了解探索新北市國中特教教師堅毅性格、自我疼惜與兩者之間的關係。本研究採用問卷調查法,以分層隨機抽樣方式抽取203份有效樣本 (回收率96%)。研究結果如下:

一、「堅毅性格」得分呈現中間偏高情形,其向度排序為「承諾性」、
「控制感」與「挑戰性」。
二、女性在「堅毅性格」總分、「承諾性」得分與「控制感」得分顯著高於
男性。
三、「自我疼惜」得分呈現中間偏高,其向度排序為「正念」、「自我仁慈」、
「普遍人性」、「自我評斷」、「孤立」與「過度辨識」。
四、已婚者在「自我疼惜」總分、「自我評斷」得分、「孤立」得分與
「過度辨識」顯著高於未婚者。
五、堅毅性格與自我疼惜兩者間呈現中度正相關。
六、多元逐步迴歸分析顯示自我疼惜中「孤立」和「正念」對「堅毅性格」具
正向影響性。
七、典型相關分析發現「孤立」、「正念」會透過第一個典型因素χ1(ρ=.62)影響
堅毅性格中的「承諾性」、「控制感」、「挑戰性」。

因此,國中特教老師可在自我疼惜能力中降低孤立與增加正念以提升堅毅性格,促進心理健康。
This research aims to explore ‘hardiness’, ‘self-compassion’ and their relationships on the junior high school special education teachers in New Taipei City. The questionnaire survey method has been conducted, and based on the stratified sampling, there are 203 respondents involved in this research (response rate is 96%). The main findings are as follows:

1. The total score of ‘hardiness’ is higher than median and the dimensions from high
to low are ‘commitment’, ‘control’ and ‘challenge’ .
2. The female is significantly higher than the male on the score of ‘hardiness’,
‘commitment’ and ‘control’.
3. The total score of ‘self-compassion’ is higher than median and the dimensions from
high to low are ‘mindfulness’, ‘self-kindness’ , ‘common humanity’ , ‘self-judgment’ , ‘isolation’ and ‘over-identification’ .
4. The married is significantly higher than the unmarried on the score of ‘self-
compassion’, ‘isolation’ and ‘over-identification’.
5. ‘Hardiness‘ and ‘self-compassion’ show medium significant positive correlations.
6. Based on the stepwise regression, ‘hardiness’ has been positive influenced by ‘isolation’ and ‘mindfulness’.
7. Based on the canonical correlation analysis, the ‘isolation’ and ‘mindfulness’ have positive high influence on ‘hardiness’ from the first pair of canonical variables χ1 (ρ=.62).

Hence, reducing ‘isolation’ and enhancing ‘mindfulness’ on self-compassion can promote hardiness for improving mental health.
中文摘要…………………………………………………………………………Ⅰ
英文摘要…………………………………………………………………………Ⅱ
目次………………………………………………………………………………Ⅲ
圖目次……………………………………………………………………………Ⅳ
表目次……………………………………………………………………………Ⅴ
第一章 緒論
第一節 研究背景及動機……………………………………………………1
第二節 研究目的與待答問題………………………………………………2
第三節 名詞解釋……………………………………………………………3
第四節 研究範圍與限制……………………………………………………4
第二章 文獻探討
第一節 堅毅性格理論發展…………………………………………………5
第二節 自我疼惜理論發展…………………………………………………12
第三節 堅毅性格與自我疼惜之相關研究…………………………………16
第三章 研究方法與設計
第一節 研究架構……………………………………………………………25
第二節 研究對象……………………………………………………………26
第三節 研究工具……………………………………………………………27
第四節 研究流程……………………………………………………………30
第五節 資料處理與分析……………………………………………………31
第四章 研究結果與討論
第一節 基本資料現況分析…………………………………………………33
第二節 不同背景變項與堅毅性格及自我疼惜之差異分析………………44
第三節 教師堅毅性格與自我疼惜之關係…………………………………59
第四節 研究發現整理與討論……………………………………………….66
第五章 結論與建議
第一節 結論………………………………………………………………….75
第二節 建議………………………………………………………………….77
參考文獻
中文部分………………………………………………………………..…….79
英文部分………………………………………………………………..…….81
附錄
附錄一 內容專家效度學者簡介……………………………………..…...…85
附錄二「國中特教教師堅毅性格與自我疼惜」專家意見彙整表..…….…86
附錄三「國中特教教師堅毅性格與自我疼惜」正式問卷………..…….…98

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