國中學生人格類型與自我概念關係之研究

Abstract

本研究旨在研析不同背景變項國中學生，其人格類型及各自我概念的向度上的相關情形。本研究採問卷調查法，以「自我概念問卷」及「人格類型問卷」為工具，首先分析目前國中學生人格類別的現況，以「性別」、「就讀年級」、「冢庭中的排行」為背景變項，研析各背景變項在人格類型及自我概念的向度上的差異情形；其次探究不同的人格類型在自我概念向度上的差異情形。再者，考驗自我概念的積極與否，是否能推估個人「實際我」與「投射我」之一致性；最後，投入預測變項(包括：背景變項、人格類型)去探討對效標變項(自我概念)的聯合預測力。本研究發現如下：

一、不同性別之國中生，其人格類型有顯著差異。 二、不同年級之國中生，其人格類型並無顯著之差異。 三、不同家中排行之國中生，其人格類型有顯著差異。 四、不同性別之國中生，在情緒自我概念與生理自我概念有顯著差異。 五、不同年級之國中生，其家庭自我概念與生理自我概念有顯著差異。 六、不同家中排行之國中生，其學業自我概念有顯著差異。 七、不同人格類型之國中生，其學業自我概念有顯著差異。 八、國中生自我概念之積極程度與人格類型之一致性，並無顯著相關。 九、各預測變項(包括：性別、年級、家中排行、實際我、投射我)無法有效來預測「整體自我」的表現。 最後根據研究結果，對學校教育、家庭教育及後續研究者提出建議。

The purpose of this study is to investigate the relationship between the personality type and every side of self-concept of junior high school students with various backgrounds. The study of collecting the information is by the way of questionnaires. The study maker himself made the studying tools of the measurement of self-concept, and the questionnaire of personality type. First, analyze the status of the role sets of the junior high school students, and investigate the effect that personal background (sex, grade, seniority among brothers) will play on all sides of the personality type and self-concept. Secondly, examine the difference of various personality types and every side of self-concept. Thirdly, test if the positive degree of self-concept could be predicted by the congruence in “actual self” and “projective self”. Finally, input the forecasting variables (including background, personality type) to predict the effect of the dependent variable (global self-concept). The findings of this study are as follows: 1.There is a significant difference in personality type of the junior high school students with different sex. 2.There is no significant difference in personality type of the junior high school students with different grade. 3.There is a significant difference in personality type of the junior high school students with different seniority among brothers. 4.There is a significant difference in motion self-concept and physical self-concept of the junior high school students with different sex. 5.There is a significant difference in family self-concept and physical self-concept of the junior high school students with different grade. 6.There is a significant difference in academic self-concept of the junior high school students with different seniority among brothers. 7.The academic self-concept of junior high school students is conspicuous different in various personality types. 8.The difference between the degree of positive self-concept and the congruence of personality type is no significant at all for junior high school students. 9.The level of junior high school students’ global self-concept could not be effectively predicted by forecasting variables (including sex, grade, seniority among brothers, actual self and projective self).

Based on the findings above, there are suggestions for school education, family education, as well as further research.