中華心理學刊 民 68, 21卷, 二期, 91-98
Chinese Journal of Psychology 1979, Vol.21, No.2, 91-98
楊國樞（國立臺灣大學）
摘要
本研究的主要目的，在探計下列五組少年在無壓力與有壓力兩種條件下的作業效率：(1)情緒困擾少年，（2）違規犯過少年，(③)學習困擾少年，(4)三者（情緒困擾、違規犯過、學習困擾）皆高少年，（5)正常行為少年。每組受試者之人数篇40人，五組共為 200人。每一受試者皆先在無壓力的條件下、後在有壓力條件下從事鏡描作業各三次，共為六次。所得的實驗結果顯示，在無壓力的條件下，各正常與問題行為組的作業效率並無統計上的顯著差異；在有壓力的條件下，各組在作業時間上雖無顯著差異，但在錯誤次數上，情緒因擾少年與學習困擾少年則有回增的趨勢，表示他們的作業可能會受到壓力的不利影響。尤有進者，道兩類問題行為少年的上述錯誤次数回增現象，是出現在施加壓力後的兩次試練以後，這可能是因爲施加壓力前的無壓力或低壓力下的作業，產生了某種程度的壓力免疫 (stress immunization)的作用。本文會就此等發現在管教與輔導上的涵義，從事進一步的討論。
Mirror-Drawing Performance Under Stressful and Neutral Conditions of Junior High School Students with Different Types of Problem Behavior
Kuo-Shu Yang(National Taiwan University)
Abstract
A questionnaire of 130 problem behaviors was administered to a sample of 2,509 male students drawn by the method of stratified cluster sampling from 46 junior high schools in Taipei, Taiwan, Republic of China. The following five groups of 40 subjects each were then chosen from the large sample for the experimental purpose: (1) students with neurotic behaviors (the NB group), (2) students with delinquent behaviors (the DB group), (3) students with learning-difficulty behaviors (the LDB group), (4) students with all the three types of problem behavior (the ALL group), and (5) students without problem behaviors (the Control group). Each subject in each group was required to perform on a mirror drawing task first under a neutral condition for three trials and then under a stressful condition for another three trials.
The experimental results indicate that under neutral instructions the five groups did not differ significantly from one another in their average performance. Under stressful instructions, however, the NB and LDB groups tended to increase their errors, displaying a stronger susceptibility to stress than the other groups. Moreover, these two groups' decrease in mirror drawing efficiency occurred two trials after stress manipulation. Since the preceding "neutral" condition might not have been completely neutral, this delayed performance drop under the stressful condition seems to suggest an effect of stress immunication. The implications of these and other findings for student counselling and guidance were discussed.
