自尊、樂觀與積極因應對歷經多種創傷事件大一學生心理適應的保護作用：以某科技大學一年級學生為例的個人焦點取向復原力研究

Protective Roles of Self-Esteem, Optimism, and Proactive Coping in Psychological Adjustment Among First-Year College Students Who Experience Multiple Traumatic Events: A Person-focused Approach of Resilience

本研究旨在探討自尊、樂觀與積極因應，對歷經多種創傷事件大一學生的心理適應所扮演的保護資源角色。本研究以國內北部某一所科技大學132位歷經三種以上創傷事件大一學生為樣本，透過集群分析進行分類，本研究將這些高危機學生分為極易受傷害群組、易受傷害群組及復原力群組，並使用區別分析來檢視這三個群組學生的自尊、樂觀與積極因應之差異。研究結果發現，自尊、樂觀與積極因應有助於區別這三個群組，總正確率為69.7%。復原力群組學生比易受傷害群組學生有更高程度的自尊與樂觀傾向，而易受傷害群組學生的自尊與樂觀傾向，則又比極易受傷害群組學生高。此外，積極因應則是第二個區別函數的主要預測變項，研究結果顯示，極易受傷害群組學生的積極因應顯著低於其他兩個群組學生，但復原力群組學生和易受傷害群組學生在積極因應方面則無顯著差異。本研究最後針對自尊、樂觀與積極因應的保護資源角色提出討論，並分別對大學諮商與未來研究提出建議。

The purpose of this study was to examine the beneficial roles of self-esteem， optimism， and proactive coping in protecting first-year college students from adjustment problems， who experience multiple traumatic events. In this study， drawn from a university of science and technology in northern Taiwan， 132 first-year college students who experience three or more traumatic events were classified into 3 groups by using a two-step cluster analysis: extremely vulnerable， vulnerable， and resilient. A discriminant function analysis was performed to investigate group differences on self-esteem， optimism， and proactive coping. The analysis revealed that self-esteem， optimism， and proactive coping helped to discriminate groups. On the basis of all 3 variables， 69.7% of students were correctly classified into the 3 original groups. The post hoc tests show that resilient students had higher self-esteem and more optimism than students in the 2 other groups; in addition， vulnerable students had higher self-esteem and more optimism than extremely vulnerable students. For the second significant discriminating variables， proactive coping， extremely vulnerable students had low scores than students in the 2 other groups. Resilient and vulnerable students were not found to differ significantly on proactive coping. Implications for these more complex relations are discussed for both counseling interventions and further research.