| 摘要: | 本研究旨在探討國中階段青少年，其生活壓力與休閒參與之間的關係。以新北市溪崑國中七、八、九年級之學生為研究對象，採分層隨機抽樣的問卷調查方式，發出問卷900份，回收892份，回收率為99 %，剔除填答不完全者12份，有效回收問卷共880份，故有效問卷回收率達97%。本研究工具為「國中生生活壓力與休閒參與之相關調查問卷」，內容包含個人基本資料、生活壓力量表、休閒參與量表三個部份。所得資料以描述性統計、t考驗、單因子變異數分析、雪費考驗、皮爾森積差相關等統計方法進行分析。研究結果發現；
一、國中學生所感受之生活壓力各構面平均數以「個人壓力」構面3.16為最高，「學校壓力」2.84次之，「同儕壓力」為最低。
二、國中學生之休閒活動參與方面，最常從事「娛樂閒逸型」的休閒活動，而從事「戶外遊憩型」的休閒活動平均數最低。
三、不同背景的國中學生在生活壓力的現況分析中發現，不同性別及年級之國中學生在生活壓力的「個人壓力」構面上有顯著差異；不同性別及家庭型態之學生，在「家庭壓力」構面上有顯著差異；而不同變景變項之國中生在「學校壓力」及「同儕壓力」之構面上並無顯著之差異。
四、不同背景的國中學生在休閒參與的現況分析中發現，不同性別及年級的國中學生在休閒參與的「運動體能型」構面上有顯著差異；不同性別、年級及家庭型態之國中學生在「娛樂閒逸型」構面上有顯著差異；不同性別、年級、父親教育程度及母親教育程度之國中學生在「藝文知識型」構面上有顯著差異；不同性別、年級及母親教育程度之國中學生在「個人嗜好型」與「戶外遊憩型」構面上有顯著差異。五、生活壓力的各個構面均和生活壓力總分呈現正相關，其中「個人壓力」相關性最高，「同儕壓力」相關性最低。
六、生活壓力與休閒活動參與之相關分析中，家庭壓力、學校壓力、同儕壓力與生活壓力總分和休閒活動參與總分呈顯著的正相關。
七、休閒活動參與和生活壓力之相關分析中，娛樂休閒、個人嗜好、戶外休閒與休閒活動參與總分和生活壓力總分呈顯著的正相關。
The purpose of the study is to explore the relationships between the students' living stress and leisure participation in XiKun junior high school. Stratified random sampling is adopted to collect questionnaires. 900 questionnaires were delivered, and 880 vaild questionnaires were recieved. The measurement applied in this study includes Students' basic information, Living Stress Scale and Leisure Participation Scale. The descriptive statistics, t-test, one-way analysis of variance, Scheffe test and Pearson product-moment correlation analysis are used to analyze the data. The research results are as below:
1. The average number of personal stress is the highest among living stress dimensions, and that of " peering stress" is the lowest.
2. As for the dimensions of the students' leisure participation, majority of the students like to participate in entertaining leisure activity, but the students who participate in "outdoor recreation" activity were the least.
3. As for the students' background variables of living stress, there are significant differences on differnt genders and grades about the dimension of personal stress; there are also significant differences on differnt genders and family types about the dimension of family stress. There are no significant differences on the students' background variables about schooling stress and peering stress.
4. As for the students' background variables of leisure participation, there are significant differences on differnt genders and grades about the dimension of physical exercising type; there are significant differences on differnt genders and grades about the dimension of leisure entertaining type; significant differences are also presented on different genders, grades, father's and mother's education levels about the dimension of literary knowledge type; there are also significant differences on different genders, grades and mother's education levels about the dimensions of personal hobby type and outdoor recreation type.
5. All the five dimensions of living stress are positively related to the total number of living stress. Among them, the dimension of personal stress is related highest, and that of peering stress is related lowest.
6. In terms of the relevance analysis, family stress, schooling stress, peering stress, and the total numbers of living stress and leisure participation are positively correlated.
7. In terms of the relevance analysis, leisure entertaining type, personal hobby type, outdoor recreation type, and the total numbers of living stress and leisure participation are positively correlated. |
