第五章 討論與建議
第三節 研究限制與建議
一、 研究參與者
本研究所蒐集之樣本著重在南台灣，且只針對單一族群高中職學生進行，未 能跨族群分析。根據 Erikson 的發展理論，個體每階段的發展都有其任務，高中 職學生正值青少年，正面臨自我認同與整合時期，因此這時期的人格特質穩定性 相對於成年人可能產生更多的變化性。
建議未來研究可以探究跨年齡分析 BFI 的因素結構，能夠更全面性的探討不 同族群的人格特質，並增加量表的實用價值，後續的研究建議可發展出各種常模 (如：性別、年齡)，使測驗結果有可參照的標準，希冀建立台灣版的五大人格特 質評估工具。
二、 BFI 實徵結果
(1) BFI 因素結構：研究顯示，人格存有普遍性的五因素人格(如：Benet-Martínez
& John, 1998；John & Srivastava ,1999；Kakabaraee et al., 2011；Kovalevaet al., 2013；Lang et al., 2011；Leung et al., 2012)；而本研究的結果卻刪除 15 題，
其中又以親和性居多，結果發現親和性亦可能不屬於人格特質，可能原因為 文化的差異造成研究參與者在填答時無法有效呈現親和性的特質，此部分將 有待後續的研究者進一步探討。
(2) BFI-29 題一階與二階模式，結果都可獲得支持，顯示人格特質除普遍的五 因素外，更具有二個高階的因素，然而過去實徵研究並未發現 BFI 的階層模 式，故本研究的結果可提供後續研究者若以 BFI 進行研究時，可採用二階模 式進行探究，以提供更全面性的研究架構。
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三、 效標的重要性
量表的發展需要長時間的建立與檢測，本研究發展的 BFI-29 題版本，亦需 要經過時間與大量研究應用檢測量表的效度。目前人格特質廣泛的應用在各領域，
包含職涯規劃、企業人力資源管理(Herold, Davis, Fedor & Parsons, 2002)、心理健 康、吸引力、運動能力、社會狀態等(McCrae, 2010)，本研究若能使用更多的效 標(如：新訂賴氏人格測驗、生涯興趣量表、貝克憂鬱量表等)進行檢測，以提供 BFI-29 題的效標關聯效度，擴展 BFI-29 題在實務應用的重要性，更能支持測驗 分數在解釋或構念特質的有效程度。
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