本研究目的在於建構加護病房護理人員之非理性信念、情緒特質及情緒管理對人際關係之影響路徑模式。本研究採問卷調查法，參與者為200位加護病房護理人員，研究工具則包含非理性信念、情緒特質、情緒管理與人際關係等四份量表。研究中以驗證性因素分析、描述統計、單因子多變量變異數分析及結構方程模式分析資料，主要的研究結果如下： 一、教育程度在大學以下者比教育程度為研究所者具有較強烈之「希望感」正向情緒特質。護理年資高者較護理年資淺者能在人際關係方面展現主動關懷的行為。此外，修過情緒管理課程或壓力管理課程者比從未修過該課程者，具有較強烈之正向情緒特質。值得注意的是，從未修過壓力管理課程者卻比修過該課程者，具有較強烈之「自卑感」負向情緒特質。 二、非理性信念愈強者，其負向情緒激發愈強烈。但非理性信念與正向或負向情緒特質交互作用後，非理性信念對負向情緒激發的影響會被削弱。此外，非理性信念對積極回應策略沒有效果。 三、正向情緒特質對負向情緒激發具有負向效果，但卻對積極回應策略具有正向效果。 四、負向情緒特質對負向情緒激發具有正向效果，但對積極回應策略具有負向效果。 五、不同非理性信念者，其人際關係並無顯著差異。 六、正向情緒特質對人際關係具有正向效果。 七、負向情緒特質愈強者，其人際關係愈差，且負向情緒特質是透過負向情緒激發或積極回應策略對人際關係產生間接影響效果，雖然其效果並不大。 八、不同負向情緒激發者，其人際關係並無顯著差異，但當負向情緒激發受到正向情緒特質的影響後，會對人際關係產生正向的效果。 九、積極回應策略對人際關係具有正向效果。 十、修正模式一與二顯示非理性信念對負向情緒激發與積極回應策略皆無直接效果，非理性信念對人際關係亦無間接效果。但不同的是，在修正模式一中，正向情緒特質會對負向情緒激發產生負向效果，但對積極回應策略與人際關係產生直接的正向效果。此外，正向情緒特質會分別透過負向情緒激發與積極回應策略的中介，進而對人際關係產生負向與正向的效果。而在修正模式二中，負向情緒特質會對負向情緒激發產生正向的直接效果，但對積極回應策略會產生負向的直接效果。此外，負向情緒特質會透過積極回應策略的中介，對人際關係產生負向的效果，且負向情緒激發會透過積極回應策略的中介，對人際關係產生正向的效果。 　　針對上述結果，本研究分別針對護理人員培育機構與醫療院所提出課程教學與人員輔導之建議，並指陳後續研究可以參考與改進的方向。 / The purpose of this study was to propose and examine a path model of irrational beliefs, emotional traits, emotional management, and interpersonal relationship among nurses in the intensive care unit (ICU). Two hundred ICU nurses in Taiwan participated in this study. The employed instruments included the Inventory of Irrational Beliefs, the Inventory of Emotional Traits, the Inventory of Emotional Management, and the Inventory of Interpersonal Relationship. Moreover, the used data analysis methods were Confirmatory factor analysis (CFA), One-way Multivariate Analysis of variance (MANOVA), and Structural Equation Modeling (SEM). The main findings of this study were as follows: 1. Participants with an educational degree under college had a stronger “sense of hope” than those with an educational degree of graduate schools. Those with long period of working experiences in hospitals showed more proactive caring behaviors than their counterparts. Moreover, those who had taken emotional-management or stress-coping courses had more positive emotional traits than their counterparts. Finally, those who had never taken stress-coping courses had a stronger sense of inferiority complex than their counterparts. 2. Participants who had a stronger irrational belief experienced more negative- emotion arousal than their counterparts. However, the interaction of irrational beliefs and emotional traits could weaken the effects of irrational beliefs on negative-emotion arousal. On the other hand, the participants’ irrational beliefs did not have effects on their employment of proactive response strategies. 3. While the ICU nurses’ positive emotional traits did not have effects on their negative-emotion arousal, such traits had positive effects on their employment of proactive response strategies. 4. While the nurses’ negative emotional traits had positive effects on their negative- emotion arousal, such traits had negative effects on their employment of proactive response strategies. 5. The nurses’ irrational beliefs did not have effects on their interpersonal relationship. 6. The nurses’ positive emotional traits had positive effects on their interpersonal relationship. 7. The nurses’ negative emotional traits had negative effects on their interpersonal relationship, and such effects were brought about via negative-emotion arousal or the employment of proactive response strategies. 8. The nurses’ negative-emotion arousal did not have effects on their interpersonal relationship; however, when influenced by positive emotional traits, the negative-emotion arousal had positive effects on interpersonal relationship. 9. The nurses’ employment of proactive response strategies had positive effects on their interpersonal relationship. 10. The results of Modified Model 1 and Model 2 indicated that the nurses’ irrational beliefs did not have direct effects on their employment of proactive response strategies as well as on their interpersonal relationship. In modified Model 1, however, positive emotional traits had negative effects on negative-emotion arousal and proactive emotional strategies; moreover, positive emotional traits had indirect negative effects on interpersonal relationship via negative-emotion arousal while such traits had indirect positive effects on interpersonal relationship via proactive response strategies. In modified model 2, on the contrary, negative emotional traits had positive effects on negative-emotion arousal while such traits had negative effects on proactive emotional strategies; moreover, negative emotional traits had indirect negative effects on interpersonal relationship via proactive response strategies while negative-emotion arousal had indirect positive effects on interpersonal relationship via proactive response strategies. With accordance to the above findings, the researcher proposed some suggestions with regards to teaching and counseling for nursing training institutes and medical institutions; moreover, some suggestions were proposed for future studies.

This study explored the influence of irrational beliefs on adolescent secondary school learners’ Mathematics achievement in Zimbabwe. Learner, home and school factors which influence secondary school learners’ Mathematics achievement were discussed and relevant studies were scrutinised. The theoretical views of Albert Ellis regarding the characteristics, effects, acquisition and maintenance of irrational beliefs were discussed together with the major irrational beliefs and their possible relationship with learners’ Mathematics achievement. A sample of 306 randomly selected adolescent Mathematics learners comprising 182 girls and 124 boys in the 14 to 18 year age range participated in the study. A composite questionnaire with subscales on learners’ irrational beliefs, socio-affective variables and perceptions was used during the empirical investigation. Six major hypotheses were tested. The study established that learners’ irrational thoughts about Mathematics correlate negatively with their Mathematics achievement. Learners’ irrational thoughts about Mathematics correlated negatively with motivation, self-concept, parental involvement, and teacher-learner relationships and positively with stress, anxiety and faulty perceptions. Regression analysis proved that learners’ irrational beliefs, socio-affective variables and perceptions jointly explain a greater proportion of the variance in Mathematics achievement than any one of these factors on its own. Therefore, learners’ Mathematics achievement is affected by irrational beliefs together with their socio-affective variables and perceptions. Practical recommendations were given to Mathematics education stakeholders such as teachers, school counsellors, parents and learners to minimise poor Mathematics achievement attributable to irrational beliefs and the allied variables explored in this study. / Psychology of Education / D. Ed. (Psychology of Education)