父母態度、教師之自主支持及心理控制與國中生完美主義傾向間關係之探究

An Examination of the Relations among Parental Attitudes%2C Teacher Autonomy Support along with Psychological Control%2C and Junior High Students，Perfectionistic Tendencies

爲了周全地探討社會情境對完美主義之效應，本研究以結構方程模式檢驗512位國 中八年級學生所知覺到家庭中父母的態度（即父母的期望及父母的苛責）、課室中教師 的自主支持與控制取向，與其個人之適應性與不適應性完美主義傾向間之徑路關係。 研究結果顯示：社會情境的確對青少年的完美主義傾向具有顯著影響。在教師風格的 影響部分，教師自主支持對國中生的適應性完美主義傾向具顯著的正向效果；教師心 理控制對適應性完美主義傾向則具有顯著的負向影響。在父母態度的影響方面，父母 的期望對國中生的適應性與不適應性完美主義傾向均具顯著的正向效應；至於父母的 苛責則對適應性完美主義傾向存在顯著的負向效果，對不適應性完美主義具有顯著的 正向影響。根據上述結果，本研究針對輔導實務工作與未來研究提出建議與討論。

To thoroughly explore the effects of social contexts on perfectionism， the present study attempted to examine the structural equation model for relations among junior high students’ perceptions of parental attitudes (i.e.， parental expectations and criticism)， teachers’ autonomy support vs. psychological control， and their own adaptive vs. maladaptive perfectionistic tendencies. Five hundred and twelve eighth-grade students completed a self-report survey assessing the variables of interest described above. Results indicated that in effect， social contexts exert significant influences on adolescents’ perfectionistic tendencies. In terms of influences of teaching styles， teachers’ autonomy support positively predicted students’ adaptive perfectionistic tendencies， whereas teachers’ psychological control negatively predicted an adaptive form of perfectionism. As for the effects of parental attitudes， parental expectations positively predicted both adaptive and maladaptive perfectionistic tendencies. Parental criticism negatively predicted adaptive perfectionism and positively predicted maladaptive perfectionism. Implications for guidance and future research are discussed.