马来西亚留台学生生活适应情形： 挫折经验、情感陪伴与实质资源之关系探讨 Adjustment of Malaysian Students Studying in Taiwan: Analysis of the Relationship Between Frustration, Emotional, and Tangible Supports

Abstract

过去有不少研究探讨学生在国外求学的适应议题，然而来自相同文化及社会背景的学生，如马来西亚籍的华裔学生，在同样是华人文化的台湾之适应议题鲜少被探讨。本研究探讨马来西亚籍学生来台求学的历程中，学业挫折经验与人际挫折经验对生活适应的负向关系，以及不同类型的社会支待---'情感陪伴支持及实质资源支待，能否调节学生挫折经验与生活适应的负向关系。利用挫折经验量表、社会支持量表、生活适应量表编拟成网路问卷并发放到各网路群组、收集到81 位来台求学的马来西亚籍学生完成本网路问卷，并以阶层迥归进行统计结果分析。结果发现：（一）学业挫折经验与生活适应呈显著负向关系；（二）人际挫折经验与生活适应呈显著负向关系；（三）实质资源支持并未显著调节学业挫折经验与生活适应的负向关系；（四）情感陪伴支持显著调节人际挫折经验与生活适应的负向关系，即获得高度情感陪伴支持的学生，更能缓和其人际挫折经验与生活适应的负向关系。此研究提供心理谘商专业人员，或大专院校相关单位之实务思考方向，有利于相关单位更能具体了解来自相同背景的学生之适应情形及真实需求。

Many studies have explored the adaptation issues of foreign students studying abroad. However, few researchers have addressed this issue of foreign students who share the same cultural background with local students; i.e. Malaysian Chinese students studying in Taiwan. This study seeks to explore the relationship between Malaysian students' frustrations and adjustments, as well as the moderating effects of emotional and tangible supports in this relationship. Eighty-one overseas ethnic Chinese students from Malaysia were studied in this research. The results reveal a significant negative relationship between frustrations and adaptation issues for students studying abroad. In addition, emotional support significantly moderates the relationship between frustrations and adaptation issues while no moderating effect of tangible support was found.