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    Please use this identifier to cite or link to this item: https://ir.csmu.edu.tw:8080/ir/handle/310902500/3003


    Title: 認知互賴、承諾、分手型態與分手認知對報復衝動及自傷、他傷傾向之影響模式研究
    Cognitive Interdependence, Commitment, Break-Up Status, Self Esteem and Attitude toward Dissolution--- An Influence Model for the Prevention of Hurting Self and Others after Breaking-Up
    Authors: 王慶福;王麗斐
    Wang, Chin-Fu;Wang, Li-Fei
    Contributors: 中山醫學大學心理學系
    Keywords: 愛情關係;分手;失落;認知互賴;承諾;關係適應
    Love relationship;Dissolution;Cognitive interdependence;Commitment;Loss of relationship;Inclusion of others in the self
    Date: 2004
    Issue Date: 2010-11-30T02:28:37Z (UTC)
    Abstract: 認知互賴的概念對於了解關係失落的經驗有其重要意義，本研究目的在建立認知互賴的評量工具，並探討認知互賴、承諾、和分手調適的關係，做為進一研究的基礎。針對 149 位大學生的戀愛關係，及 418 位大學生的友誼關係進行縱貫研究，十周共六次隔周連續性評量其認知互賴程度的三種指標（複數第一人稱代名詞的使用比率、IOS圖示關係量表、核心關係的評量）、以及個人承諾水準與關係滿意度等變項的評量，十周結束後的四個月之後進行追蹤評量，確定其關係維持或主動分手、被動分手、協議分手等分手型態，以及承諾水準與關係適應。研究一：複數第一人稱代名詞的使用比率、IOS 圖示關係量表、核心關係的評量以及認知互賴綜合指標有良好的信度與建構效度。縱貫資料顯示，關係維持組的複數第一人稱代名詞使用比率與認知互賴綜合指標都優於分手或瀕臨分手組，並隨著時間呈現逐漸升高的一次趨向。整體結果顯示認知互賴的評量具有良好的信度與效度，可作為親密關係與關係失落經驗相關研究的重要評量工具，進行後續的研究。研究二：探討認知互賴的發展與愛情關係發展中的承諾與適應的關係。橫斷研究結果顯示認知互賴與愛情關係的本質及關係適應有密切關係。縱貫資料顯示，IOS 圖示關係單題評量對於六個月後是否分手與瀕臨分手，具有預測能力（B=-.86, p=.03; Exp(B)=.42），值得未來進一步的交叉驗證。研究三：探討人際依附風格與親密關係中認知互賴發展的關係。橫斷評量結果顯示，不同依附風格者在交往五階段呈現不同的趨勢。縱貫評量結果則顯示，整體而言安全依附組的認知互賴綜合指標都高於焦慮依附組與排除依附組，人際依附風格與親密關係中認知互賴的發展有所關聯。至於認知互賴、承諾、分手型態、分手調適、分手認知、自尊等變項，是否同時對分手後的報復衝動、自傷或傷人的傾向，以及能否順利走出傷痛，形成一個影響的徑路模式。將於後續追蹤分手樣本數較足夠後，再進行最後的線性結構模式分析。
    The concept of cognitive interdependent is critical to the realization of loss experience in close relationships. The purpose of this research is to establish the assessment instruments of cognitive interdependence and explore its relationship with the commitment of relationships and adjustment of the breaking up in love relationship. 149 college students with love relationships and 418 students with friendship relationships were longitudinally studied. Three indices of cognitive interdependent (ratio of plural personal pronounds; inclusion of others in the self, IOS; centrality of relationship) and other related variables were rated six times for every two weeks during a period of ten weeks. All the students were followed up after four months to rate their relationship status and relationship adjustments. Study 1: The reliabilities and contruct validities of three indices of cognitive interdependent and total index were all validated. The longitudinal study indicated that indices of cognitive interdependen of relationship maintained group were higer than breaking up groups, and presented a linearal trend ascending through seven ratings. These results indicated good reliabilities and validities of the assessment instruments of cognitive interdependence for further investigations on close relationships. Study 2: In the investigation of relationships of cognitive interdependence, love relationship and relationship adjustment, crossectional data indicated the variables were close related. The longitudinal investigation indicated that ratings of IOS can predict the relation status of college students with love relationships after four months？]B=-.86, p=.03; Exp(B)=.42？^. These results needed further cross validation. Study 3: In the investigation of relationships of cognitive interdependence and attachment style in close relationships, crossectional data indicated different trends for three attachment styles through five relation stages. The longitudinal investigation indicated that, totally speaking, all indices of cognitive interdependence for secure attachment group was higher than that of anxiety attachment group and dismissing attachment group. Attacment style was also close related with of cognitive interdependence in close elationships. As to the study of causal relationship of cognitive interdependence, commitment, break-up status, self esteem and attitude toward dissolution and the influence model for the prevention of hurting self and others after breaking-up was not yet analyzed until enough accumulation of break-up samples.
    URI: https://ir.csmu.edu.tw:8080/handle/310902500/3003
    Appears in Collections:[心理學系暨臨床心理學暨碩士班] 研究計劃

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