| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 98 === This study aimed to understand the relationship between the explanation styles,
frustration tolerance and stresses in the junior schools students. The study used a
questionnaire survey method and the subjects were junior schools students in Tainan. A
questionnaire survey was conducted using stratified random sampling method according to
the school size. There were 785 valid samples. The test material was “questionnaire of the
relationship between the explanation styles, frustration tolerance and stresses in the junior
schools”, adapted by the author. The data were analyzed by using SPSS to conduct Pearson
test, ANOVA, and stepwise multiple regression, in order to verify research hypotheses. The
conclusions of the research were summarized below:
1. The explanation styles of junior high school students tended to be internal, temporary, and
specific.
2. The frustration tolerance of junior high school students was moderate. They scored the
highest on “behavioral tendency after frustration” and “emotional feeling after frustration”,
and lowest on “frustration adventure.”
3. The order of junior high schools students’ stress degree, from high to low, was “academic
stress", "physical and mental development stress," "family stress", "stress on personal
relationships," "heterosexual contact stress."
4. The explanation styles, frustration tolerance and stresses of some students with different
background variables were significantly different.
5. Students’ explanation styles, frustration tolerance and stresses were correlated with each
other
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