雙向度完美主義與正負向情感、學習困擾關係之研究：以反芻及因應策略為中介

The Effect of Bi-Dimensional Perfectionism on Positive Emotion%2C Negative Emotion and Learning Difficulties: Examination of Rumination and Coping Strategies as Mediators

本研究旨在檢視正負向完美主義對學習困擾及正負向情感之預測，並檢證反芻思考和因應在完美主義與正負向情感間、或完美主義與學習困擾間之中介效果。本研究針對大學生進行調查研究，共施測941位大學生（426男，515女）。經統計分析後，研究結果顯示（1）正向完美主義對正向情感有顯著預測效果，負向完美主義對負向情感及學習困擾有顯著預測效果；（2）憂思、反思在負向完美主義與負向情感間有部份中介效果；憂思、反思在負向完美主義與學習困擾間有部份中介效果；以及（3）積極因應在正向完美主義與正向情感間有部份中介效果；逃避因應在負向完美主義與負向情感間有部份中介效果、逃避因應在負向完美主義與學習困擾間有部份中介效果。

The purpose of this study was to investigate whether bi-dimensional perfectionism effectively predicts learning difficulties and positive/negative emotions. This study further examined whether rumination and coping mediate the relationship between perfectionism and learning difficulties， or between perfectionism and positive/negative emotions. A sample 941 undergraduate students (426 males and 515 females) were recruited to participate in this study. The statistical methods used to analyze the data were t-test， Pearson product-moment correlation， and hierarchical multiple regression. The results of this study were shown as follows. First， positive perfectionism significantly predicted positive emotion; negative perfectionism significantly predicted learning difficulties and negative emotion. Second， brooding rumination and reflective rumination partially mediated the relationship between negative perfectionism and negative emotion and/or learning difficulties. Lastly， active coping partially mediated the relationship between positive perfectionism and positive emotion; avoidance coping partially mediated the relationship between negative perfectionism and negative emotion; finally， avoidance coping partially mediated the relationship between negative perfectionism and learning difficulties. Implications for further research and practice were discussed.