國中生同理心發展、復原力與同儕人際關係之相關研究－以新北市為例

Abstract

本研究旨在探討國中生同理心發展、復原力與同儕人際關係之間的關係，以一百零二學年度就讀新北市立國中七至九年級普通班學生為研究對象，採問卷調查法，進行立意抽樣，有效樣本數合計623人。以「中學生人際關係量表」、「同理心發展量表」與「復原力量表」等研究工具獲得所需資料後，再以描述統計、單變量和多變量變異數分析、Pearson積差相關和典型相關等統計方法驗證研究假設。茲將主要研究發現羅列如下： 一、不同性別的國中生在同理心發展、整體復原力、復原力的「助人利他」向度、整體同儕人際關係、同儕人際關係五個分層面有顯著差異。 二、不同年級的國中生在同理心發展和整體同儕人際關係有顯著差異。 三、國中生的同理心發展與復原力有顯著正相關。 四、國中生的同理心發展與「人際支持」、「人際困擾」、「人際需求」、「人際互動」有顯著正相關。 五、國中生的復原力和同儕人際關係有顯著正相關。 六、國中生的同理心發展與復原力共可解釋同儕人際關係41.76%的變異量，整體復原力對同儕人際關係中的「人際支持」與「人際需求」正向預測力最高，復原力中的「責任感」對同儕人際關係中的「人際認知」有較佳的正向預測力。

最後依據上述各項研究結果進行討論，形成結論並提出建議，做為實務工作者及未來研究之參考、應用。The main purpose of this study is to investigate the relationships among empathy development, resilience and peer relationships of junior high school students. The subjects were the regular-class students from the seventh to the ninth grade in New Taipei Municipal during 102 academic years. Questionnaires were administered. The study population consisted of a purposive sample, and the valid samples were 623 in total. Instruments used in this study include “Interpersonal Relationships Scale”, “Empathy Development Scale” and “Resilience Scale”. Descriptive statistics, MANOVA, ANOVA, Pearson product-moment correlation and canonical correlation were used to analyze the data. The main findings are concluded as below: 1. There are significantly different in genders among junior high school students’ empathy development, overall resilience, “help altruism” dimension of resilience, overall peer relationships and all aspects of peer relationships. 2. There are significantly different in grades among junior high school students’ empathy development and overall peer relationships. 3. There are significantly positive correlations between junior high school students’ empathy development and resilience. 4. Junior high school students’ empathy development and “interpersonal support”, “interpersonal disturbance”, “interpersonal need” and “interpersonal communication” have significantly positive correlations. 5. There are significantly positive correlations between junior high school students' resilience and peer relationships. 6. Junior high school students’ empathy development and resilience can significantly positive predict peer relationship and account for 41.76% variances. Among them, the overall resilience has the highest predictive power to “interpersonal support” and “interpersonal need” in peer relationships; “responsibility” of resilience has better predictive power to “interpersonal cognition” of peer relationships.

Finally, based on the research findings, suggestions were made for practitioners and future research as their references and applications.