心理功能傾向量表之發展及其在軍校生學校適應之運用

The Development of Psychological Function Tendency Inventory and Its Applications on Cadets’ School Adjustment

本研究為一量化研究，以軍事院校的大學生為研究對象。研究目的有三：（1）發展心理功能傾向量表（PFTI），建立量表的信效度；（2）探討心理功能傾向與學習表現之間的關係；（3）探討心理功能傾向與學校適應之間的關係。主要研究結果為：（1）綜合因素分析結果，可以確認軍校生的心理功能傾向確實可以分成「外向 ／內向」、「理解 ／直覺」、「思考 ／感覺」、「判斷 ／知覺」四種，亦即心理功能傾向量表具有良好的建構效度；從相關分析與迴歸分析亦可看出，軍校生的心理功能傾向確實與其學習表現與學習經驗有關，顯示心理功能傾向量表具有不錯的預測效標關聯效度；各分量表均有不錯的Cronbach’s α係數（.88~.91）。（2）在學習表現方面，判斷型顯著優於知覺型（J＞P），感受型顯著優於直覺型（S＞N）；「感受 ／直覺」此一心理功能對於學習表現最具有預測力。（3） 「外向 ／內向」、「感受 ／直覺」、「思考 ／感覺」、以及「判斷 ／知覺」四個心理功能，均與學校適應各指標具有不同程度的顯著相關。外向型（E）與判斷型（J）則分別在7個與6個學校適應指標上顯著優於內向型（I）與知覺型（P）。在「學校生活管理適應」方面，感受型顯著優於直覺型（S＞N）。「外向 ／內向」此一心理功能對於個人的「學業自我效能」、「學業焦慮」、「組織承諾」、以及「同儕關係」等學校適應指標均具有最佳的預測力；「判斷 ／知覺」則對於個人的「目標承諾」與「學校生活管理適應」具有最佳的預測力。最後，本研究針對心理功能傾向量表未來的發展重點，以及後續可進行的相關研究議題進行討論，並說明如何將量表運用在軍事教育情境。

The purpose of this quantitative study was to develop Psychological Function Tendency Inventory（PFTI）and to investigate the effect of psychological type on academic performance and school adjustment among undergraduate cadets. The intended objectives of these instruments are evaluating cadet’s psychological types and school adjustment. Exploratory factory analysis, Cronbach’sαand other statistics were employed to examine the structure, reliability and validity of the scale. The results showed that PFTI has satisfactory reliability and validity for use with undergraduate cadets. The PFTI consists of 71 items which were classified into 4 sub-scales: Extroversion/ Introversion, Sensing/Intuition, Thinking/Feeling and Judging/Perceiving, with Cronbach’s αin the range of .88 and .91. For academic performance, Judging types significantly outperformed the Perceiving types on average exam mark, and Sensing types better than Intuition types. The Sensing/Intuition dimension added significantly to the predictive validity of academic performance. For school adjustment, Extroversion tends to perform better than Introversion types on 7 indicators. Sensing types did significantly better than Intuition types on school life management adjustment, and Judging types better than Perceiving on six indicators. Extroversion/Introversion dimension added significantly to the predictive validity of academic self-efficiency, academic anxiety, organizational commitment and peer relationship; Judging/Perceiving added significantly to the predictive validity of goal commitment and school life management adjustment. The discussion of validity and reliability of the instruments were provided. Policy implications and recommendations for educational administrators and future research suggested by this research were discussed.