分手的認知及調適之評量研究

Research of the Assessment of Cognition and Adaptation to Dissolution

研究目的：本研究探討大學生對分手的認知及調適歷程，並發展分手諮商評量工具。研究方法：根據先前研究對大學生深度訪談的結果，編製分手認知與分手調適量表，以746位大學生為樣本，進行量表題項分析、結構分析與效度分析。研究結果：分手認知四個分量表共34題，內部一致性信度α係數為.70-.90。分手調適量表15個分量表共115題，α係數介於.78-.93。分手認知與分手調適共19個分量表，得到四個高層因素，可作為分量表選擇的依據。效度驗證發現，有分手經驗者比沒有分手經驗者，更能認清分手的意義與體會建立自我的重要。主動分手者痛苦較低但有較高的自責；被動分手者分手後有較大痛苦與較多困惑，自我懷疑與否定以及報復衝動都有較高的傾向。不同依附風格者在分手調適量表的15個分量表中共有11個達到顯著差異。研究結論：經由量表與分手經驗變項、人際依附風格之間的關係，初步支持了量表的效度。並對量表在分手諮商的應用與未來研究提出建議。

Purpose: The purpose of this research was to develope assessment inventories for the cognitive adaptation and coping process of college students facing the break up of romantic relationships. On purpose that these assessment tools could provide for the use in counseling process and help whom were maladjust to the breakup of romantic relationship due to cognitive and adaptating problems.
Methods: According to the previous results of in-depth interview with college students, the inventories regarding the cognitive adaptation and coping process to the breaking up of love relationships were developed. A sample of 746 subjects were used in quantitative studies for item analysis, structure analysis, and validity study of this new inventories.
Results: Factorial analysis of the Cognitive Adaptation to Dissolution Scale (CADS) resulted in 34 items and four subscales including (1) realizing the autonomous of love, (2) cynical attitude to love, (3) recognizing the meaning of breaking up, and (4) realizing the importance of the establishing of self. The alpha coefficients were. 70-.90. On the other hand, factorial analysis of the Coping to Dissolution Scale (CDS) resulted in 115items and 15 subscales including (1) distressful, (2) learning as a growth experience, (3) relieve from the grief, (4) self-doubt, (5) favorable memories, (6) revenge impulse, (7) shifting life focus, (8) self-blame, (9) confused, (10) perplexed by opposite sex and love, (11) self hurt or making injury , (12) recovery, (13) understanding the opposite sex, (14) self-awareness to affective needs, (15) self-affirmation. The alpha coefficients were .78-.93. Second order factor analysis of the above 19 subscales indicated that these scales included four factors including (1) traumatized and stumbled by breakup, (2) revise of love schemas, (3) growth and learning from breakup, and (4) favorable memories. These factors comprised the three dimensions of the assessment of loss by Schneider (1984), including ''what's lost'', ''what's left'', and ''what's possible''. More results about relationships among different intimacy states, attachment styles, and adaptation process for breaking up were reported. The students experienced breakup were more recognizing the meaning of breaking up and the importance
of the establishing of self, than who did not experienced breakup. The leaver experienced less distress but more self-blame than the abandomed. The abandomed were more distressful, more confused, and score higher on subscales of self-doubt and revenge impulse. The students with avoidant attachment style experienced breakup with more self-doubt and more perplexed by opposite sex and love. The students with dismissing attachment style were easier shifting life focus and less confused to breakup, but also less in learning as a growth experience. The students with safe attachment style experienced less distress, easier to relieve from the grief, less self-doubt, easier to shift life focus and were most benefited from breakup learning as a growth experience.
Conclusions: Based on these results, the validity of these two scales were being supported but need further accumulations of experiences in counseling process and validations from research studies. Some implications for counseling strategies were discussed and suggestions for future research were also proposed.