The purpose of this cross-sectional study was to explore the significant predictors that related to adolescent¡¦s positive thinking and self-identity. Four hundreds and sixty-seven public junior high school participants from 3 different grade levels (i.e., seventh-grade, eighth-grade, and ninth-grade) completed a questionnaire on Adolescent Self-awareness Scale(ASS). The ASS included Background Questionnaire, Positive Thinking Scale, and Self-identity Scale. Moreover 5 junior high school students with the highest total scores on positive thinking and self-identity, and additional 5 with the lowest total scores on positive thinking and self-identity were recruited as target students for individual interviews to find their common background factors. Descriptive statistics, t-tests, analysis of variance, Pearson correlation, and stepwise multiple-regression were conducted on the quantitative data. For the interview data, an inductive analysis was applied. The major findings are as follows:
1.The significant predictors for adolescents¡¦ Positive Thinking are subjective family atmosphere, physical leisure participation frequency, interpersonal relationships, and academic achievement.
2.The significant predictors for adolescents¡¦ Self-identity are subjective family atmosphere, interpersonal relationships, physical leisure participation frequency, and academic achievement.
3.Ninth-grade students¡¦ Positive Thinking and Self-identity scores are significantly lower than seventh-grade and eighth-grade students.
4.Adolescents with more harmonious family atmosphere prescent significantly higher scores on Positive Thinking and Self-identity.
5.Adolescents with better interpersonal relationship obtain significantly higher Positive Thinking and Self-identity scores than their counterparts.
6.Adolescents who often involved in physical leisure participation present significantly higher Positive Thinking and Self-identity scores than these less involved in physical leisure participants.
7.Adolescents with high positive thinking and high self-identity scores present the following characteristics: better academic achievement, harmonious family atmosphere, good interpersonal relationships, and leisure in physical participation.
8.Adolescents with low positive thinking and low self-identity scores present the following characteristics: lower academic achievement, inharmonious family atmosphere, bad interpersonal relationships, and leisure engagements in non-physical participation.
9.There are significant correlations between adolescents¡¦ Positive Thinking and Self-Identity.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0803112-152253 |
| Date | 03 August 2012 |
| Creators | Tai, Shih-shan |
| Contributors | Zuway-R Hong, Huann-shyang Lin, Chien-Heng Yeh |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0803112-152253 |
| Rights | user_define, Copyright information available at source archive |
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