Please use this identifier to cite or link to this item: http://hdl.handle.net/11455/98951
標題: 臺中市國民中學學生對生命意義的認知
A Study on the Perception of the Meaning of Life of Junior High Students in Taichung City
作者: 徐嘉禧
蔡文榮
Jia-Hsi Hsu
Wen-Rong Tsay
關鍵字: 生命意義;生命意義之認知;國中生;生命意義量表;meaning of life;perception of meaning of life;junior high school students;scale of the meaning of life
Project: 教育科學期刊, Volume 17, Issue 1, Page(s) 1-36
摘要: 
本研究乃在瞭解臺中市國中生對生命意義的認知現況及其在個人背景變項上的差異情形,以問卷來調查臺中市教育處規劃之六大區的公立國中裡三個年級的國中生,以「國中學生全人生命意義量表」為工具,採分層隨機抽樣的原則發出1200份問卷,有效問卷1113份,所得資料以描述統計處理並以單因子變異數分析考驗,若F值達顯著水準,再以LSD或Scheffé法做事後比較,以對各組間的情形進行分析。本研究獲得以下之結論:一、臺中市國中生之整體生命意義屬中高程度。二、臺中市國中生之整體生命意義排序,依次為生命自由、生命價值、靈性提升。三、國中生之生命意義認知在性別、年級、宗教信仰、家中排行、經濟狀況、家庭狀況、就讀學區七項背景變項上達到顯著差異。最後,本研究提出具體建議,以作為教師和未來研究之參考。

This research is to understand the perception of the meaning of life and differences of background variables affecting the perception among the junior high schoolers in Taichung city. The study applied the questionnaire to collect data. Samples are 7^(th)-, 8^(th)- and 9^(th) - graders who are currently studying in public junior high schools in Taichung city. In addition, the "Scale of Holistic Life Meaning (SHLM)" was used to determine the extent of their perception toward the meaning of life. According to stratified random sampling, there were 1200 copies of questionnaires distributed to various schools and 1113 valid copies for analysis. The data analyses adopted descriptive statistics, one-way ANOVA, LSD and Scheffé's post hoc analyses if a significance was found so that the differences among groups could be understood. There were several findings as follows: 1. Junior high school students' in Taichung City had a moderate high level of perception toward the meaning of life. 2. The ranking of the holistic life meaning among Taichung's junior high schoolers was sequentially listed below: "Life Liberty", "Value of Life", and "Spiritual Upgrading". 3. Under the consideration of seven background variables, junior high schoolers perception of the meaning of life reached significant differences in terms of gender, grade, religion, birth order, family social economic status, and family type, and school district. Finally, several recommendations were provided for teachers and future research.
URI: http://hdl.handle.net/11455/98951
Appears in Collections:教育科學期刊 第17卷 第1期

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