完整家庭國中生與單親家庭國中生生命意義之比較分析

南華大學機構典藏系統 > 人文學院 > 生死學系(生死學系碩士班,哲學與生命教育碩士班) > 博碩士論文-生死學系碩士班 > Item 987654321/21156

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題名:	完整家庭國中生與單親家庭國中生生命意義之比較分析
其他題名:	The Comparison of The Meaning of Life Between Junior High School Students Who Come From a Whole Family and Ones Who Come From a Single Parent Family
作者:	毛紀如 Mao, Chi-ju
貢獻者:	生死學研究所尉遲淦 Kan YwiChi
關鍵詞:	生命意義 meaning of life
日期:	2003
上傳時間:	2015-05-28 14:15:14 (UTC+8)
摘要:	本研究目的主要了解國中生(完整家庭、單親家庭)生命意義、分析個人背景變項、家庭狀況變項與環境變項之不同所造成生命意義之差異情形，綜合以上研究發現，對於單親家庭國中生生命意義能多一層認識，提出具體可行之建議，作為教育輔導者實務參考。　　　　本研究採用問卷調查法進行研究，以全省各地單親慈輝學生及其所屬學校完整家庭學生等同數量為受試樣本數的來源，共得有效樣本680份。以生命意義量表（PIL）做為研究工具。研究的資料分析以平均數、標準差、t檢定、獨立樣本單因子變異數分析驗證研究假設；再根據以總分平均數、得分層次分佈、生命意義五大因素、生命意義的題項、國中生（完整家庭、單親家庭）個人各種變項之生命意義差異情形，作內容分析。　　　本研究之研究結果如下：1.國中生(完整家庭、單親家庭)生命意義普遍偏低。2.國中生(完整家庭、單親家庭)生命意義差異情形，有差異：平均數得分、得分層次分佈、因素分量表（「對生命的熱誠」、「生活目標」、「逃避╱個人積極程度」、「未來期待」）、量表題項（1.2.3.4.6.7.8.9.10.13.15.16. 18.19.20.），且完整家庭國中生生命意義高於單親家庭國中生；無差異：因素分量表（「自主感」）、量表題項（5.11.12.14.17.）。 3.國中生(完整家庭、單親家庭)不同個人背景變項生命意義差異情形，有差異：（男、女）生、（一年級、二年級）生、排行（老大、中間、老么）者（有、無）宗教信仰者、（經常參加、很少參加）宗教活動者，且完整家庭國中生生命意義高於單親家庭國中生；無差異：三年級生、獨生子女者、兄弟姊妹數（一位、二位、二位以上）者、偶爾參加宗教活動者。4.國中生(完整家庭、單親家庭)不同家庭狀況變項生命意義差異情形，有差異：低社經地位者、單親時間（一年內者、二年以上者）、（父或母死亡、離婚、與父親同住、與母親同住）單親者，且完整家庭國中生生命意義高於單親家庭國中生；無差異：（高、中）社經地位者、單親時間一至二年者、與親屬同住單親者。5.國中生(完整家庭、單親家庭)不同環境變項生命意義差異情形，有差異：（無、有）接觸死亡經驗者、（從來沒有、偶爾）與家人討論死亡經驗者，且完整家庭國中生生命意義高於單親家庭國中生；無差異：常常與家人討論死亡經驗者。6.單親家庭國中生生命意義偏低，並不能如Frankl意義治療理論所述，歷經生活苦難事件，經由個體態度價值轉變發現真正生命意義，卻影響個體對生命意義的認知。7.根據研究結論，進而對教育輔導、政府協助及未來研究三方面提出建議，以提供教育者及未來研究者之參考。　　The primary of this research is to understand the meaning of life in junior high schoolstudents (whole family, single-parent family). To analyze the difference of conditions which causing the meaning of life in different individualbackground parameter, family condition parameter and environment parameter. Then according to the research,it gives more recognition for the meaning of life in single-parent students and provides the concrete suggestions asthe reference of education and guidance.　　Being adopted questionnaire, it is on the basis of the single-parent students and whole family students in country being the test samples, and the effective samples are 680 in all. It is used “the Purpose In Life Test” as the research instrument. The research data are analyzed by The Mean, Standard Deviation, independent samples t Test and ANOVA to confirm the hypothesis. Then it is as contents analysis in accordance with the Mean of total marks, the distribution of score order, five elements of the meaning of life, the item of the meaning of life, and the difference conditions of meaning of life in all kinds of individual parameter. 　　The results of this research are as follows:1.The meaning of life is generally low in junior high school students（whole family, single-parent family）.2.The difference conditions of the meaning of life in junior high school students (whole family, single-parent family) are different. Their differences are in the Mean of score, the distribution of score order, a table of element measure (“enthusiasm for life”, “the goal of life”, “evade╱active degree of individual” and “future expectation”), and the item of measure table（1.2.3.4. 6.7.8.9.10.13.15.16.18.19.20.）.And whole family students are higher than single-parent students in the meaning of life.However, in a table of element measure（“independence”）and the item of measure table（5.11.12.14.17.）have no difference.3.The difference conditions of the meaning of life for different individual background parameter (whole family, single-parent family) are very different. The differences are sex, grade (the first and second grade), the ranking of brothers and sisters, religious faith and usually or seldom participating religious activities. And whole family students are higher than single-parent students in the meaning of life. They have no differences are the third grade, the only brother and sister, the number of sibling and sometimes participating religious activities.4.The difference conditions of the meaning of life for different family condition parameter (whole family, single-parent family) are different. The differences are lower society-experience status, single-parent time (within a year or above 2 years), and single-parent students (divorced, living with father or mother). Moreover, the meaning of life for whole family students is higher than the single-parent family ones. The same is higher social-experience status and the single-parent students who live with relatives.5.The differences of the meaning of life in different environment parameter for junior high school students (whole family, single-parent family) are distinct. The differences are if they ever contact with the death experience person and sometimes or never talk about the death experience with family. Furthermore, the meaning of life in whole family students is higher than single-parent ones. And the students who usually talk about death experience with family have no difference.6.Single-parent students toward the meaning of life are low. It is not as Frank’s logotheraphy said: after experiencing life suffering and finding the real meaning of life by changing individual attitudinal value. It affects the recognition of the meaning of life for individual.7.According to this research conclusion, offering three aspects of suggestions for educational guidance, governmental assistance and future research as the reference of educators and future researchers.
顯示於類別:	[生死學系(生死學系碩士班,哲學與生命教育碩士班)] 博碩士論文-生死學系碩士班

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