國中生之幽默風格對復原力與學校適應之調節作用

Abstract

復原力（Resilience）被視之為一種正向因子，使個體即便經歷創傷或重大事件之後仍有正向的適應結果，於良好的人際互動以及行為上展現，是個體內在重要的心理資源；除此之外，本研究想進一步探討，個體在情境脈絡中，展現出那些看似歡樂開朗的行為，對於個體之復原力與適應的關係是否具有調節作用？本研究試圖釐清，不同的幽默風格對於復原力與學校適應的影響，採立意取樣，以105學年台灣北區國民中學學生為施測對象，有效樣本共445人，採問卷調查法，以「青少年復原力量表」、「青少年適應量表」與「中文版之幽默風格量表」為研究工具，針對相關資料進行描述性統計、獨立樣本t檢定、獨立樣本單因子變異數分析、Pearson積差相關、多元迴歸分析等統計方法。得到研究結果如下： 一、國中生在復原力總分以及其他三個分量表的表現上不具性別與年級差異，在同理心與人際互動上有顯著性別差異，其中以國中女生高於國中男生。 二、國中生在學校適應的表現上具有性別差異，以國中女生高於國中男生。 三、國中生在學校適應總分的表現上具有年級差異，國二學生高於國三學生；在學習動機上具有年級差異，國一學生高於國三學生。 四、國中生在四種幽默風格的表現上具有性別差異，國中男生在攻擊型、自我提升型與自我貶抑型幽默風格的使用上，顯著高於國中女生。 五、國中生在四種幽默風格的表現上具有年級差異，國三學生比國一學生與國二學生更傾向使用攻擊型幽默風格。 六、國中生復原力、學校適應、親和型幽默風格、自我提升型幽默風格為正相關；復原力、學校適應與攻擊型幽默風格、自我貶抑型幽默風格為負相關。 七、自我貶抑型幽默風格對於復原力與學校適應、問題解決與認知成熟和學校適應與學習能力、希望與樂觀和學習動機之間具有調節作用。 最後，根據研究結果進行討論，提出教育輔導之相關建議，以供參考。Resilience is defined as a kind of positive factor which can bring out a positive outcome after people experienced trauma and tragedy. In addition, this research was to investigate whether cheerful and optimistic behavior in situation have moderate effect to resilience and adjustment. The main purpose of this research was to investigate four kinds of humor styles ‘s impact on resilience and school adjustment. There were three questionnaires were used which including Inventory of Adolescent Resilience, Inventory of Adolescent Adjustment and Traditional Chinese Version of the Humor Styles Questionnaire and 445 subjects were distributed to junior high school students with purposive sampling in Taipei and Taoyuan City. Descriptive statistics, t-test, one way ANOVA, Pearson’s product – moment correlation and multiple regression were employed for further analysis. The conclusions are as follows： 1.There were not significant gender and grade differences in resilience of junior high school students. There was a significant gender difference in empathy and interpersonal interaction. Females displayed higher level of empathy and interpersonal interaction than males 2.There was a significant gender difference in school adjustment of junior high school students. Females displayed higher level of school adjustment than males. 3.There was a significant grade difference in school adjustment of junior high school students. 8th graders displayed higher level of school adjustment than 9th graders. There was a significant grade difference in learning motivation of junior high school students. 7th graders displayed higher level of learning motivation than 9th graders. 4.There was a significant gender difference in humor styles of junior high school students. Males displayed higher level of aggressive humor, self-enhancing humor, self-defeating humor than females of junior high school students. 5.There was a significant grade difference in humor styles of junior high school students. 9th graders displayed higher level of aggressive humor than 7th and 8th graders. 6.Resilience have positive correlation with school adjustment, affiliative humor and self-enhancing humor. Resilience have negative correlation with school adjustment, aggressive humor and self-defeating humor. 7.Self-defeating humor have moderate effect to resilience and school adjustment and Self-defeating humor also have moderate effect to problem solving and cognitive maturity and school adjustment, learning competence. Self-defeating humor have moderate effect to empathy and interpersonal interaction and learning motivation. Finally, based on findings or this research, there are some suggestions for education counseling.