「研究生希望信念量表」之發展

The Development of the "Hope Inventory for Graduate Students"

10.7108/PT.201112.0082

彭月茵(Yueh-Yin Peng)；葉玉珠(Yu-Chu Yeh)

希望 ； 動力思考 ； 探索性因素分析 ； 路徑思考 ； 驗證性因素分析 ； agency thinking ； confirmatory factor analysis ； exploratory factor analysis ； hope belief ； pathways thinking

測驗學刊

58卷4期（2011 / 12 / 01）

639 - 664

繁體中文

本研究主要目的在發展「研究生希望信念量表」（Hope Inventory for Graduate Students, HIGS）。本研究提出，HIGS發展有三階段：第一階段是以希望理論為架構，編製開放性問卷，再蒐集國內研究生進行論文撰寫時，其希望信念的相關感受與經驗，並做為編製預試問卷之依據；第二階段採立意取樣，抽取222位研究生為預試樣本，進行探索性因素分析與信度分析，結果共抽取兩個因素：動力思考與路徑思考；總量表之Cronbach's為.88（共16題）；第三階段以立意取樣抽取1,028位研究生為正式樣本，進行驗證性因素分析與效標關聯效度分析，結果發現HIGS具有合理之適配與良好之效標關聯效度，且HIGS兩個因素與全量表具有良好的組合信度與平均變異數解釋量。因此，HIGS具有良好之信度與效度。此外，本研究亦探討研究生希望信念的發展與差異現況，研究結果發現，男、女研究生之希望信念並無差異；博士生之希望信念則顯著高於碩士生；而教育學院之研究生的希望信念則顯著高於工學院之研究生。

The main purpose of this study was to develop the ”Hope Inventory for Graduate Students” (HIGS). The development of the HIGS included three stages. First, an open questionnaire based on the hope theory was employed to collect graduate students' hope belief of writing a thesis or a dissertation. Second, 222 participants were included in the pretest to perform exploratory factor analysis and reliability analysis. Two factors, pathways thinking and agency thinking, were extracted. The Cronbach's of the HIGS was .88 (16 items). Third, 1,028 participants were used to perform confirmatory factor analysis and criterion-related validity. The analyses revealed that the HIGS had good goodness-of-fit and criterion-related validity; moreover, the two factors in the HIGS had good composite reliability and satisfactory average variance. The HIGS therefore has good reliability and validity. The other findings of this study were as follow: (a) there were no significant differences on hope belief between the male and female graduates; (b) students in doctor programs had stronger hope belief than those in master's programs; (c) graduate students in college of education had stronger hope belief than those in college of engineering.

1. Curry, L. A.,Snyder, C. R.,Cook, D. L.,Ruby, B. C.,Rehm, M.(1997).Role of hope in academic and sport achievement.Journal of Personality and Social Psychology,73(6),1257-1267.
2. Elliott, T. R.,Sherwin, E. D.(1997).Developing hope in the social context: alternative perspectives of motive, meaning, and identity.Group Dynamics: Theory, Research, and Practice,1(2),119-123.
3. Elliott, T. R.,Witty, T. E.,Herrick, S.,Hoffman, J. T.(1991).Negotiating reality after physical loss: Hope, depression, and disability.Journal of Personality and Social Psychology,61(4),608-613.
4. Hagen, K. A.,Myers, B. J.,Mackintosh, V. H.(2005).Hope, social support, and behavioral problems in at-risk children.American Journal of Orthopsychiatry,75(2),211-219.
5. Korner, I. N.(1970).Hope as a method of coping.Journal of Consulting and Clinical Psychology,34(2),134-139.
6. Lisa, E.,Anthony, O.,Shane, L.(2007).Hope measurement in Mexican American youth.Hispanic Journal of Behavioral Sciences,29(2),225-241.
7. Matthias, K.,Theodor, J.,Phillips, L. H.(2007).Emotional development across adulthood: Differential age-related emotional reactivity and emotion regulation in a negative mood induction procedure.International Journal of Aging and Human Development,64(3),217-244.
8. Pintrich, P. R.(1989).The dynamic interplay of student motivation and cognition in the college classroom.Advances in Motivation and Achievement: Motivation Enhancing Environment,6,117-160.
9. Ryan, R.M.,Deci, E. L.(2000).Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.American Psychologist,55(1),68-89.
10. Snyder, C. R.(ed.),Lopez, S. J.(ed.)(2005).Handbook of positive psychology.New York, NY:Oxford University Press.
11. Snyder, C. R.(ed.),Lopez, S. J.(ed.)(2002).The handbook of positive psychology.London, UK:Oxford University Press.
12. Snyder, C. R.,Cheavens, J.,Sympson, S. C.(1997).Hope: An individual motive for social commerce.Group Dynamics: Theory, Research, and Practice,1,107-118.
13. Snyder, C. R.,Harris, C.,Anderson, J. R.,Holleran, S. A.,Irving, L. M.,Sigmon, S. T.,Yoshinobu, L. Y.,Gibb, J.,Langelle, C.,Harney, P.(1991).The will and the ways.Journal of Personality and Social Psychology,60(4),570-585.
14. Snyder, C. R.,Lehman, K. A.,Kluck, B.,Monsson, Y.(2006).Hope for rehabilitation and vice versa.Rehabilitation Psychology,51(2),89-112.
15. Snyder, C. R.,Shorey, H. S.,Cheavens, J.,Pulvers, K. M.,Adams, V. H.,Wiklund, C.(2002).Hope and academic success in college.Journal of Educational Psychology,94(4),820-826.
16. Wigfield, A.,Eccles, J. S.(2000).Expectancy-value theory of achievement motivation.Contemporary Educational Psychology,25,68-81.
17. 余民寧(2006)。潛在變項模式：SIMPLIS的應用。台北市:高等教育。
18. 吳宗弘(2009)。碩士論文(碩士論文)。花蓮市，國立花蓮教育大學國民教育研究所。
19. 施周明(2008)。碩士論文(碩士論文)。新竹市，國立新竹教育大學人資處輔導教學碩士班。
20. 陳怡蒹(2007)。碩士論文(碩士論文)。花蓮縣，國立東華大學教育研究所。
21. 彭月茵(2007)。博士論文(博士論文)。台北市，國立政治大學教育學系。
22. 黃致達(2008)。碩士論文(碩士論文)。花蓮縣，國立東華大學教育研究所。

1. 蔡良庭、楊志堅(2013)。運用S-B量尺卡方差異檢定於潛在變項交互作用檢定之研究。中華心理學刊，55(2)，277-290。