ABSTRACT FIRST YEAR COLLEGE ADJUSTMENT: THE ROLE OF COPING, EGO-RESILIENCY, OPTIMISM AND GENDER Yalim, Desen M. S. Department of Educational Sciences Supervisor: Assist. Prof. Dr. Oya Yerin G&uuml / neri June 2007, 68 pages This study investigated the relationship between ways of coping, ego-resiliency, optimism, gender and adjustment of first year students. Participants of the study were 420 Department of Basic English students (173 female, 247 male) from Middle East Technical University in Ankara. The results of multiple regression analysis for the total sample indicated that all the predictor variables (ways of coping, ego resiliency and optimism) were found to be significant predictors of college adjustment. The study found that participants who reported high resilience, optimism and fatalistic and helplessness/self blaming coping scores had better adjustment to college. In addition, the results of the multiple regression analyses conducted for female and male students showed that whereas ego resiliency, optimism, and seeking social support coping, helplessness/self-blaming coping predicted adjustment of female students / ego resiliency, problem solving coping, seeking social support coping, fatalistic coping and helplessness/self-blaming coping were significant predictors of male students&rsquo / college adjustment.

本研究旨在瞭解青少年子女壓力因應行為的成因，除了以Maccoby & Martin(1983)的父母教養方式為獨變項之外，還引入Block & Block(1980)提出的自我控制與自我韌性再加上自尊做為中介變項，以探討父母教養方式與青少年子女壓力因應方式的關連影響，以及自我控制、自我韌性、自尊的中介效果。 研究對象為台北縣市之日間部高中學生，共計8所高中653位學生，施以父母教養方式量表、自我控制量表、自我韌性量表、自尊量表、壓力因應策略量表，並將調查所得資料以描述統計、推論統計、結構方程模式等統計方法進行分析。 研究結果顯示：(1)受試者知覺到父母親在反應向度和要求向度上都偏高，其中父母要求又多於父母反應，若父母要求高反應卻低時可能對自尊有不利影響。(2)受試者使用最多的因應策略是情緒取向積極因應，次之為問題取向積極因應，再次之為問題取向消極因應，最少使用的是情緒取向消極因應。高反應高要求的父母教養方式有助於讓子女使用較多的積極因應、較少的消極因應。(3)父母反應對子女的積極因應有直接影響，也會透過自我控制、自我韌性、自尊為中介歷程而間接影響，父母反應對子女的消極因應則是完全透過自我控制、自我韌性、自尊為中介歷程來間接影響。(4)父母要求對子女的積極因應有直接影響，但對子女的消極因應則沒有直接影響，也都無法透過自我控制、自我韌性、自尊為中介歷程而間接影響子女的積極因應或消極因應。(5)模式的契合度指標大部份都在可接受的範圍內，但模型不夠簡約無法完美描述觀察資料，且父母教養的要求向度在模式中並非一個理想的預測變項，將來需要更進一步修改模式，使模式更精簡更能契合資料。 最後，本研究依據研究結果進行討論並提出建議，做為未來研究與親職教育、學校教育之參考。