The Relations Between Parent-child Triangulation and Interpersonal Stress Coping Strategies of Junior High School Students in Tainan

• Main Authors: Chen, Wen-Ping, 陳紋萍
• Other Authors: Liou, Ming-Chiou
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/39369202438599766161

碩士 === 國立臺南大學 === 諮商與輔導學系碩士在職專班 === 104 === The purpose of this study was to figure out the association between parent-child triangulation and interpersonal stress coping strategies in junior high school students. The 405 valid participants were from 5 junior high schools in Tainan area. Two questionnaires used in this study were “Parent-Child Triangulation Scale” and “Interpersonal Stress Coping Strategies Questionnaire”. Data were analyzed by t-test, one-way ANOVA,Pearson correlation, and stepwise multiple regression, using the Statistical Product and Service Solutions22. Based on the findings, the implications and suggestions for junior high school teachers, parents and further studys are also provided. The major findings of this study were following: 1.In triangulation, these students were higher than average score in unstable coalition and parentification.However, in interpersonal stress coping strategies, students were higher than average score in problem solving and seeking social support. 2.Different grades of junior high school students indicated significant differences on stable coalition. The ninth grade were higher involved than seventh grade. 3.Different genders of junior high school students indicated significant differences on problem-solving. Girls more inclined to use problem-solving way.Besides,different grades of junior high school students indicated significant differences on emotional venting. The ninth grade and eighth grade students got higher score than seventh grade. 4.There were significant correlations between parentification and problem-solving in junior high school students. In addition, there were significant correlations between family projection-scapegoat and negative emotions in junior high school students