大學生傷害他人情感事件、受傷害性情感事件與自尊、人格特質關係之研究

Self-Esteem%2C Personality%2C Harmed Emotional Event and Harmful Emotional Event Connective Studies in University Students

本研究以問卷調查方式，瞭解大學生傷害他人情感事件與受傷害性情感事件之比率、不同傷害 性情感經驗角色對自尊、人格的差異、以及自尊與人格對不同傷害性情感經驗角色的預測關係。本 研究以「受傷害性情感事件量表」、「傷害他人情感事件量表」、「賴氏人格測驗」、「Rosenberg’s 自尊 量表」為測量工具，所得資料以描述統計、單因子變異數分析、積差相關分析、區別分析加以處理 資料，有效正式問卷共計有407 份，男女生各占21.2%與78.9%。研究結果包括：(1)大學生傷害他 人情感事件內涵可區分為直接型加害、忽視型加害、間接型加害，而受傷害性情感事件內涵可區分 為直接型受害、忽視型受害、間接型受害；忽視型加害與忽視型受害則是所占比例最高者；(2)傷害 他人情感加害者的自尊得分，較一般者為低；受害者的神經質、焦慮性、憂鬱性的得分，較一般者 為高；兼為加害者與受害者的自尊得分，較一般者為低，而其神經質、憂鬱性得分，較一般者為高 ；(3)大學生覺察到受傷害性情感事件愈多，則其自卑感、神經質、焦慮性、憂鬱性愈高；大學生對 於自己傷害他人情感事件的覺察愈多，其憂鬱性愈高；大學生傷害他人情感事件、受傷害性情感事 件與社會外向性均無關連性存在；(4)區分為兩組的區別函數求得的線性組合分數能有效將學生感受 到傷害性情感經驗角色進行分組，其中自尊、憂鬱性有較大的結構係數。依據以上結果，本研究針 對學校實務工作與未來研究提出建議與討論。

This study is a questionnaire survey of university students to determine the prevalence of destructive relationships among students， the relationship between destructive personalitiesand self-esteem and personality traits， and the predictive connection between self-esteem， personality traits， and destructive personalities.Measurement tools used in this study included the “Harmed Emotional Event Scale，” “Harmful Emotional Event Scale，” “Lai’s Personality Test，” and “Rosenberg’s Self-Esteem Scale.” The collected data were processed using descriptive statistics， one-way ANOVA， product-moment correlation analysis， and discriminant analysis. A total of 407 valid samples were collected， of which 21.2% were male respondents， and 78.9% were female. The research concluded that: (1) destructive emotional events may be categorized into direct harm， harm by ignoring， and indirect harm， and harmful emotional events may be classified as direct harm， harm by ignoring， and indirect harm. The most frequent occurrences in both types of events is harm by ignoring; (2) perpetrators of destructive emotional scored lower that average in self-esteem; victims scored higher than average in neuroticism， anxiety， and depression; and individuals who are both perpetrator and victim scored lower than average in self-esteem， but higher in inferiority complex， neuroticism， anxiety， and depression; (3) the more university students are aware of harmful emotional events， the more they experience inferiority complex， neuroticism， anxiety， and depression; the more university students are aware of harmful emotional events they inflicted on others， the more they experience depression; however， there is no positive correlation among destructive emotional events in university students， harmful emotional events， and social extroversion， and (4) the linear composite scores obtained from the two groups of discriminant functions can effectively differentiate the roles of emotionally hurtful events experienced by students， among which self-esteem and depression showed greater structural coefficient. Based on the findings， recommendations are made for educators and researchers in related fields.