A Study of the Relations Between Junior High School Students’ Frustration Tolerance and Life Adjustment: Peer Relationship as a Moderator

• Main Authors: WANG, JU-YI, 王儒儀
• Other Authors: TIEN, SHIAW-WEN
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/7g4h68

碩士 === 中華大學 === 企業管理學系 === 106 === The purpose of this study is to explore the relations between junior high school students’ frustration tolerance and life adjustment: peer relationship as a moderator. The data were collected by paper-and-pencil questionnaire filled out by 420 students from Chin Hsi Junior High School in Taoyuan City. There were 403 valid samples. The study instrument includes “Junior High School Students’ Frustration Tolerance Scale”, “Life Adjustment Scale ”, and “Peer Relationship Scale”. The data were analyzed with frequency distribution, percentage, mean, standard deviation, t-test, Pearson product moment correlation, one-way ANOVA, and stepwise multiple regression. The conclusions of the study were summarized below: 1.The junior high school students’ frustration tolerance, life adjustment, and peer relationship tended to be good. In terms of frustration tolerance, interpersonal frustration tolerance was slightly higher than academic frustration tolerance; as for life adaptation, family adaptation performed best, and school adaptation performed worse; as for peer relationship, social skills performed best, slightly higher than the performance of friendship and identification. 2.Junior high school students’ frustration tolerance was significantly different in gender, grades, and family structure; life adaptation was significantly different in grades, family structure and parenting styles. 3.There was positive correlation between junior high school students’ frustration tolerance and life adaptation. 4.There was a significant prediction of the junior high school students’ frustration tolerance to their life adaptation. 5.The peer relationship had a moderated effect on the relationship between junior high school students’ frustration tolerance and life adaptation.