Dissertations / Theses on the topic '自我形象'

碩士<br>東吳大學<br>社會學系<br>96<br>ABSTRACT The main concept of this study is based on theory of the self-awareness by Mead, the histrionic thesis by Goffman, and the modernity of viewpoint by Giddens, through interviewing 13 people, who had experienced intrusive anaplasty, and focusing on plasticers’ self-accord and body progress to probe plasticers’ experience and figure out some counterplots. The outcomes of this study are as follows: First, this study present four conclusions for the plastic phenomena in Taiwan in the following: 1. “The pattern of beauty” is created by the criticism of expert, the demand of culture or life style, and the stimulation of mass media in modern society. 2. Other people’s viewpoints and suggestions, which would affect plasticers’ decision-makings, are always acting or doing a crucial role. 3. The process of each individual to pursues her/his self-style is a conducted and remedial procedure of self-impression. 4. The individual is capable of integrating the viewpoints from society or other people to figure out or come up with her/his own viewpoints and strategies. Then, this study is based on the modern plastic wave and the idiom of “Whatever a beautiful lady does, the ugly ladies always follow without any self-consciousness” to explain the situations those people, who always want to be more beautiful, take a plastic treatment and be not really ugly as their thought. On the other hand, some beautiful ladies do the same things. In the pass, ladies compare their beauties with member of families or neighbors, but the comparison of objects become posers on the stage right now. When a beautiful appearance would cause innate unfair treatments that most of the people having beautiful appearance often can gain more special concerns than others, the people who don’t satisfy their appearance would like make a change. By the influence of media, the appearances of stars become standard one , which people want to plasticize or imitate to them. Meanwhile, the plasticers have to bear the risks of their surgery failure and this unsure situation would let plasticers to induce the contradictive mood in their mind. In fact, the motives of plasticers are within the scope of being a gift to herself/himself, following fashion, pursuing body art, and catalyzing from his/her colleague. Tracking the main culture leading, the media discussion , the self-awareness and the social-cultural custom, why people would like choose intrusive anaplasty would become a composition of an interaction by those reasons as above. Key words: anaplasty/plastic, body autonomy, self-awareness, adjusting impression, and criticism of expert.

碩士<br>國立彰化師範大學<br>輔導與諮商學系所<br>101<br>The Relationships Among Perfectionistic Self-Presentation Concerns, Social Self-efficacy, and Distress Disclosure of High School Students. Abstract This study investigated the relationship of distress disclosure with Perfectionistic self-presentation concerns and social self-efficacy in a sample of 514 high school students. The instruments used in this study included Distress Disclosure Index, Perfectionistic Self-Presentation Scale-Junior Form, and Social Self-Efficacy subscale. The tow-ways ANOVA were proposed to examine the differences of gender roles and grade roles, and Structural Equation Model was proposed to examine the role of social self-efficacy between Perfectionistic self-presentation concerns and distress disclosure. The finding of this study were as follow: 1. Distress disclosure of high school students is moderately high. And female students’ tendencies to distress disclosure are higher than male ones, but there are no grades differences. 2. Perfectionistic self-presentation concerns of high school students is moderately. Three dimensions of perfectionistic self-presentation concerns are arranged in decreasing order of mean scores: perfectionistic self-promotion, non-display of imperfection, and non-disclosure of imperfection. And male students have higher non-disclosure of imperfection than female ones, but there are no grades differences. 3. Social self-efficacy of high school students is moderately. And male students have higher social self-efficacy than female ones only in the second grade. 4. Structural equation modeling results indicate that perfectionistic self-presentation concerns has direct effect on distress disclosure, and social self-efficacy mediates the relationship between perfectionistic self-presentation concerns and distress disclosure. According to above findings, several comments and suggestions are offer to counselors and further researchers. Keywords: Distress disclosure, Perfectionistic self-presentation concerns, Social self-efficacy, High school student

碩士<br>國立新竹教育大學<br>人資處語文教學碩士班<br>98<br>Abstract Qu Yuan was the greatest patriotic poet in Chinese history. His works revealed his love of country and his dignity as a noble man of the time. Chinese people are deeply moved by his elaboration of the finest affections toward his nation and credit him with top honor. This study includes “The Lament”, “Nine Pieces” and “Heavenly Questions” for discussion while exploring Qu Yuan’s self images through his lines. Besides, we adopt “Unique rhetoric” and “Rhetoric format” to analyze and conclude Qu Yuan’s works to introduce the way the languages were interpreted by him. This paper contains five chapters; the summary of each chapter is described as follows: CH1: Introduction. It firstly specifies the purposes of this study and the definitions of term; secondly, it introduces Qu Yuan and his works—namely “The Lament”, “Nine Pieces” and “Heavenly Questions”, and contains the literary review of subjects related to rhetoric. And, the research method and research area are presented finally. CH2 starts from perceiving Qu Yuan’s self images in a sentimental pespective. This part can be diveided into: 1. A figure of gentleman of noble character and integrity; 2. A figure of loyal courtier of patriotism; 3. A figure of a courtier in exile and not being to express his talents. We further conduct a statistic analysis on the unque rhetorics and rhetoric format expressed in the lines selected by us. CH3 starts from perceving Qu Yuan’s self images in a ratinal perspective. It can be divided into: 1. A politician possessed with ideal plans; 2. A critic despised reality; 3. A philosophy who has doubts about natual law. Again, we conduct a statistic analysis on the unque rhetorics and rhetoric format expressed in the lines selected by us. Ch4 attemps to explore Qu Yuan’s images from divine, fictitious perspectives. It consists of:1 An expression of divine make up of “flying three time”; 2. An expression of divine make up of “Going up to heaven and floating on river”; 3. An expession of divine make up of “practicing divination”; 4. an expression of divine make up of “seeking helps from spirits”. A statistic analysis was perfomed on the unque rhetorics and rhetoric format expressed in the lines selected by us. CH5: Concluseion. We conclude Qu Yuan’s self images as follows: 1. “An image of gentleman of noble character and integrity” and “an image of loyal courtier of patriotism and a man of exile”are what we have if we see it from a sentimental perspective. 2. “An image of wise man who is skeptical about natural laws and cynical about reality” is what we have if we see it from a rational perspective. 3. “An image of brave man who persisted in his beliefs and pursued his dreams without hesitation” is what we have if we see it from a divine, fictitous perspective. In terms of the use of rhetoric, the conclusions are listed as follows: 1. A total of 21 rhetoric format were adopted by Qu Yuan in “The Lament”, “Nine Pieces” and “Heavenly Questions”. The frequently use of“Rhetorical Question”is found in“Heavenly Question”. We find more than 170 questions were raised throughout the poems while no answer was given. The contents of which can be divided into: “Pursuing the truth; question those you do not know”, “Challenging the tradition; question those you do not believe”, “Expressing the discontent; question the unfairness” and “Reviewing the history; question those shall be asked”. In addition, we see the use of“raising questions while the author gave answers to them”and “expressing author’s truest feelings through raising questions”in “The Lament”and “Nine Pieces”. The use of“Metaphor”is often seen in Qu Yuan’s works. The author compares his inner feelings to plants, birds, animals, objects, etc; in this way, he may reveal his emotions in a more subtle way. “Symbolism”is the most particular way of using languages. A make-up, imaginary scene is depicted by author to symbolize his ideas and sentiments; this makes the lines permeated with the senses of mystery and romance. 2. The use of “unique rhetoric”. For example, the use of “Synonym”as means to emphasizing author’s bitterness as he expressed his ideas in works. Qu Yuan adopted a special title to refer to King of Chu to show his expectation to the king in an ironic way. The use of the terms:“cultivate”and “fair”varied in syntactic functions and phrases as displayed in a sentence tells us that the author thinks highly of cultivating his manner of virtue and his preference for fair ideals and events.

陳偉文.<br>書名原題: 「文化工人」 -- 延安作家的自我形象與身份認同(1937-1945)<br>論文(碩士) -- 香港中文大學硏究院歷史學部,1995.<br>參考文獻: leaves 114-120.<br>Chen Weiwen.<br>Chapter 1， --- 中共與知識分子的關係 --- p.3<br>中外學者眼中的中國知識分子 --- p.4<br>中共與延安作家 --- p.5<br>「文化工人」的自我形象與身份認同 --- p.6<br>小結 --- p.10<br>Chapter 2， --- 文人與黨員的雙重身份´ؤ瞿秋白與張聞天 --- p.17<br>左聯的舵手瞿秋白 --- p.17<br>反關門主義的張聞天 --- p.20<br>雙重身份的影響 --- p.22<br>Chapter "3 ," --- 左翼作家聯盟與無產階級革命文學 --- p.26<br>時勢造難´ؤ´ؤ「左聯」的崛起 --- p.27<br>「左聯」與蘇聯 --- p.27<br>中共與普羅文學 --- p.28<br>「左聯」的宗旨及其主張 --- p.28<br>「奴隸總管」周揚 --- p.32<br>「女戰士」丁玲 --- p.34<br>三十年代的艾青、蕭軍實味 --- p.37<br>處於過渡階段的「無產階級作家」 --- p.40<br>Chapter 4， --- 整風前延安作家的自我形象與身份認同 --- p.47<br>自我形象的探索 --- p.48<br>關於作家「自我形象」的數點補充 --- p.53<br>對人民的認同 --- p.55<br>對國家黨的認同 --- p.62<br>自我批評 --- p.68<br>小結 --- p.70<br>Chapter 5， --- 整風後延安作家的自我形象與身份認同 --- p.80<br>延安整風於王實味事件 --- p.80<br>文藝座談會後作家的自我形象 --- p.85<br>文藝座談會後作家對人民的認同 --- p.89<br>文藝座談會後作家對黨國的認同 --- p.91<br>整風後作家的「自我批評」 --- p.97<br>小結 --- p.99<br>Chapter 6， --- 無奈的關係--總結 --- p.109<br>參考書目 --- p.114

Ho, Wing-yee.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 2002.<br>Includes bibliographical references (leaves 70-82).<br>Text in English; abstracts in English and Chinese.<br>Ho, Wing-yee.<br>Abstract --- p.ii<br>Acknowledgments --- p.iv<br>List of Table --- p.viii<br>List of Figure --- p.ix<br>Chapter CHAPTER ONE --- Introduction --- p.1<br>Chapter 1.1 --- Background information --- p.1<br>Chapter 1.2 --- Purpose of the study --- p.7<br>Chapter 1.3 --- Definition of terms --- p.7<br>Chapter 1.4 --- Delimitations --- p.9<br>Chapter 1.5 --- Limitations --- p.10<br>Chapter 1.6 --- Significance of the study --- p.10<br>Chapter CHAPTER TWO --- Review of Literature --- p.12<br>Chapter 2.1 --- Global self-esteem --- p.12<br>Chapter 2.1.1 --- Theoretical background --- p.12<br>Chapter 2.1.2 --- Self-esteem in children --- p.17<br>Chapter 2.1.3 --- Self-esteem and sports --- p.19<br>Chapter 2.1.4 --- Self-esteem and academic achievement --- p.20<br>Chapter 2.1.5 --- Self-esteem and gender --- p.22<br>Chapter 2.2 --- Attributional style --- p.24<br>Chapter 2.2.1 --- Theoretical background --- p.24<br>Chapter 2.2.2 --- Attributional style and academic level --- p.27<br>Chapter 2.2.3 --- Attributional style and sports --- p.28<br>Chapter 2.3 --- Attribution and self-esteem --- p.29<br>Chapter 2.4 --- Summary --- p.31<br>Chapter CHAPTER THREE --- Method --- p.33<br>Chapter 3.1 --- Participants --- p.33<br>Chapter 3.2 --- Instrumentation --- p.33<br>Chapter 3.2.1 --- In assessing global self-esteem --- p.33<br>Chapter 3.2.2 --- In assessing general attributional style --- p.34<br>Chapter 3.2.3 --- In assessing perceived sports competence --- p.35<br>Chapter 3.2.4 --- In assessing sports specific attributional style --- p.36<br>Chapter 3.3 --- Procedures --- p.37<br>Chapter 3.4 --- Statistical analysis --- p.38<br>Chapter CHAPTER FOUR --- Results --- p.40<br>Chapter 4.1 --- Descriptive statistics --- p.40<br>Chapter 4.2 --- Reliability for internal consistency --- p.41<br>Chapter 4.3 --- The effect of gender and age on global self-esteem and attributions --- p.43<br>Chapter 4.4 --- The effect of school banding and perceived sports competence on global self-esteem by gender --- p.45<br>Chapter 4.4.1 --- The relationship between academic achievement and global self-esteem by gender --- p.46<br>Chapter 4.4.2 --- The relationship between perceived sports competence and global self-esteem by gender --- p.47<br>Chapter 4.5 --- The effect of school banding and perceived sports competence on general attributions --- p.48<br>Chapter 4.5.1 --- The relationship between academic achievement and general attributions --- p.48<br>Chapter 4.5.2 --- The relationship between perceived sports competence and general attributions --- p.49<br>Chapter 4.6 --- The effect of school banding and perceived sports competence on sports specific attributions by high school level --- p.50<br>Chapter 4.6.1 --- The relationship between academic achievement and sports specific attributions in junior high schools --- p.51<br>Chapter CHAPTER FIVE --- Discussion --- p.53<br>Chapter 5.1 --- The effect of gender and age on global self-esteem and attributions --- p.53<br>Chapter 5.2 --- The effect of school banding and perceived sports competence on global self-esteem by gender --- p.56<br>Chapter 5.2.1 --- The relationship between academic achievement and global self-esteem in high schools' female athletes --- p.57<br>Chapter 5.2.2 --- The relationship between perceived sports competence and global self-esteem in high schools' athletes --- p.58<br>Chapter 5.3 --- The relationship between school banding and general attributionsin high schools' athletes --- p.59<br>Chapter 5.4 --- The relationship between perceived sports competence and general attributions in high schools' athletes --- p.63<br>Chapter 5.5 --- The relationship between academic achievement and sports specific attributions in junior high schools' athletes --- p.65<br>Chapter 5.6 --- Conclusion and Recommendations --- p.67<br>References --- p.70<br>Appendix A --- p.83<br>Appendix B --- p.85<br>Appendix C --- p.86<br>Appendix D --- p.87<br>Appendix E --- p.91<br>Appendix F --- p.102<br>Appendix G --- p.103<br>Appendix H --- p.104<br>Appendix I --- p.108