國中生壓力來源與生活適應之相關性研究─以新北市立安康高級中學國中部國中生為例

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Title:	國中生壓力來源與生活適應之相關性研究─以新北市立安康高級中學國中部國中生為例 The sources of stress and life adjustment ofjunior high school students inNew Taipei Municipal An kang High School
Authors:	陳麗娟 Chen, Li-Chuan
Contributors:	青少年兒童福利碩士學位學程
Keywords:	國中生壓力來源生活適應 Junior high school students Sources of stress Life adaptation
Date:	2013-07
Issue Date:	2013-11-11 10:57:38 (UTC+8)
Abstract:	本研究之目的旨在探討國中生壓力來源與生活適應之關係，藉由新北市國中學生之不同個人背景變項，瞭解其「壓力來源」與「生活適應」的現況及差異情形，並瞭解「壓力來源」與「生活適應」的相關性。此外，更進一步探討「生活適應」的預測變項。本研究採問卷調查法，研究對象為新北市立安康高級中學國中部七至九年級學生，經「立意取樣」的方式，選取368名學生進行調查。研究所使用之測量工具包括：「個人基本資料調查表」、「國中生壓力來源調查表」及「生活適應量表」等二項。所得資料以次數分配、百分比、平均數、t 考驗、單因子變異數分析、薛費法事後比較、皮爾遜積差相關及逐步多元迴歸分析來進行資料處理，以考驗研究假設並回答研究問題。本研究結果如下所示：一、「壓力來源」與「生活適應」的現況發現：（一）「壓力來源」方面：國中生最大的壓力來源為學校問題，其它依序為家庭問題及自我感覺與同儕問題。（二）「生活適應」方面：國中生生活適應以家庭適應最好，其它依序為社會適應及人際關係。二、不同背景變項的國中生，「壓力來源」及「生活適應」的差異情形發現：（一）「壓力來源」方面：學校問題、家庭問題的壓力不會因性別不同而有所差異、自我感覺與同儕問題的壓力國中女生大於國中男生；學校問題、家庭問題及自我感覺與同儕問題的壓力不會因年級、家庭型態、父親職業、母親職業、父親的教育程度、母親的教育程度、父親的管教方式不同而有所差異，而自我感覺與同儕問題的壓力會因母親管教方式不同而有差異，且放任溺愛型大於開明民主型，家庭問題壓力亦會因母親管教方式不同而有差異，且專制權威型大於開明民主型。（二）「生活適應」方面：自我定向、家庭適應、社會適應、人際關係、自我意識、工作適應、自我勝任、總生活適應不會因性別之不同而有顯著差異，而學習適應方面國中男生的學習適應高於女生；家庭適應、人際關係、學習適應、工作適應、自我勝任不會因年級不同有所差異，而總生活適應、自我定向、社會適應、自我意識的部分皆七年級高於九年級；自我定向、家庭適應、社會適應、人際關係、學習適應、自我意識、工作適應、自我勝任及總生活適應均不會因不同家庭型態而有差異；自我定向、家庭適應、社會適應、人際關係、學習適應、自我意識、工作適應、自我勝任及總生活適應不會因父親職業不同而有差異，而在總生活適應的部分，中級專業(行政)人員及技術性工人高於半(非)技術工人，在自我定向的部分，中級專業(行政)人員及技術性工人高於半(非)技術工人，中級專業(行政)人員高於高級專業(行政)人員，在「家庭適應」的部分，中級專業(行政)人員高於半(非)技術工人，在「社會適應」的部分，中級專業(行政)人員及技術性工人高於半(非)技術工人、中級專業(行政)人員高於高級專業(行政)人員；在「學習適應」的部分，技術性工人高於高級專業(行政)人員及半(非)技術工人，在「自我意識」的部分，中級專業(行政)人員、半專業、公務人員及技術性工人高於半(非)技術工人、在自我勝任的部分，中級專業(行政)人員及技術性工人高於半(非)技術工人；自我定向、家庭適應、社會適應、人際關係、學習適應、自我意識、工作適應、自我勝任及總生活適應均不會因母親職業不同而有所差異；自我定向、家庭適應、社會適應、人際關係、學習適應、自我意識、工作適應、自我勝任及總生活適應均不會因父親教育程度不同而有所差異；自我定向、家庭適應、社會適應、人際關係、學習適應、自我意識、工作適應、自我勝任及總生活適應均不會因母親教育程度不同而有所差異；自我定向、社會適應、人際關係、學習適應、自我意識、工作適應、自我勝任、生活適應不會因父親管教方式之不同而有顯著差異，家庭適應會因父親管教方式之不同而有差異，而且專制權威型及開明民主型高於忽視冷漠型；自我定向、家庭適應、社會適應、人際關係、學習適應、自我意識、工作適應、自我勝任及總生活適應均不會因母親管教方式不同而有所差異；自我定向、家庭適應、社會適應、人際關係、學習適應、自我意識、工作適應、自我勝任及總生活適應均不會因其他主要照顧者管教方式不同而有所差異。三、「壓力來源」與「生活適應」的相關情形發現：（一）「整體壓力來源」與「自我定向」部分：國中生壓力越大「自我定向」越差。 (二)「整體壓力來源」與「家庭適應」部分：國中生壓力越大「家庭適應」越差。 (三)「整體壓力來源」與「社會適應」部分：國中生壓力越大「社會適應」越差。 (四)「整體壓力來源」與「人際關係」部分：國中生壓力越大「人際關係」越差。 (五)「整體壓力來源」與「學習適應」部分：國中生壓力越大「學習適應」越差。 (六)「整體壓力來源」與「自我意識」部分：國中生壓力越大「自我意識」越差。 (七)「整體壓力來源」與「工作適應」部分：國中生壓力越大「工作適應」越差。 (八)「整體壓力來源」與「自我勝任」部分：國中生壓力越大「自我勝任」越差。四、國中生壓力來源能有效預測其生活適應。最後，本研究根據研究結果進行討論，並提出對國中生本身、父母、老師、學校、教育相關單位及後續研究上之建議。 The purpose of this study is to investigate the correlation between sources of stress and life adaptation of junior high school students. The research variables are the different personal backgrounds of New Taipei City junior high school students. Understanding the current situations and differences of their source of stress and life adaption, and their correlation is the objective of this study. Furthermore, there is further investigation of predictor variables for life adaptations. This study adopted the questionnaire survey method, and the research subjects are junior high school students from seventh to ninth grade at New Taipei Municipal An Kang High School. Purposive sampling is used to select 368 students. Measuring instruments include “Personal Basic Information Survey Table,” “Junior High School Students Sources of Stress Survey Table,” and “Life Adaptation Scale.” Acquired data is compared by frequency distribution, percentages, mean, t-test, one-way ANOVA, and the Scheffe method. The Pearson product-moment correlation and multiple stepwise regression analysis are used for data processing purposes. Research hypotheses are tested in order to answer research questions. The conclusions are listed below. 1. The research found the following current situations for sources of stress and life adaptation: (1)Sources of stress The greatest source of stress for junior high school students is problems at school. The second and third greatest sources are family problems and problems in connection between one’s own feelings and peers, respectively. (2) Life adaptation The best life adaptation for junior high school students are family adaptation, followed by social adaptation and interpersonal relationships, respectively. 2. For junior high school students with different personal backgrounds, differing circumstances in regards to sources of stress and life adaptation are: (1)Sources of stress For school problems and family problems there are no differences in stress between the genders. Junior high school girls with stress from problems related to their own feelings in connection with peers outnumber junior high school boys. Stress because of school problems, family problems, and problems related to one’s own feelings in connection with peers does not vary because of differences in their grade level, family structure, fathers’ profession, mothers’ profession, fathers’ level of education, mothers’ level of education, and fathers’ parenting methods, while there were differences found for stress due to one’s own feelings in connection with peers due to mother’s parenting methods; also, it was found that mothers were more likely to use spoiling parenting methods than open-minded parenting methods would cause greater stress. Furthermore, depending on the mother’s parenting methods, there were also differences in stress related to family problems; mothers with authoritarian style parenting methods would cause greater stress than mothers with open-minded style parenting methods. (2) Life adaptation There are no significant differences between the genders in regards to the following methods: self orientation, family adaptation, social adaptation, interpersonal relationships, self-awareness, work adaptation, self-efficacy, and life adaptation. In regards to learning adaptations, junior high school boys have higher learning adaptation than junior high school girls. There were no differences found between different grade levels in regard to family adaptation, interpersonal relationships, learning adaptation, work adaptation, and self efficacy. For overall life adaptation, self orientation, social adaptation, and self-awareness, seventh graders are higher than ninth graders. There were no differences found regarding varying types of family structures in connection with self orientation, family adaptation, social adaptation, interpersonal relationships, learning adaptation, self-awareness, work adaptation, self-efficacy, and overall life adaptation. There were no differences found in regards to fathers’ occupations in connection with self orientation, family adaptation, social adaptation, interpersonal relationships, learning adaptation, self awareness, work adaptation, self-efficacy, and overall life adaptation. However, for overall life adaptation, fathers who had mid-level administration occupations or technical occupations outnumbered fathers who had semi-technical or non-technical occupations. For self orientation, fathers who had mid-level administration occupations or technical occupations outnumbered fathers who had semi-technical or non-technical occupations, and fathers with mid-level administration occupations outnumber fathers with upper-level administration occupations. For family adaptation, there were more fathers with mid-level administration occupations than fathers who had semi-technical or non-technical occupations. For social adaptation, fathers who had mid-level administration occupations or technical jobs outnumbered fathers who had semi-technical or non-technical occupations, and fathers with mid-level administration occupations outnumbered fathers with upper-level administration occupations. For learning adaptation, fathers with technical professions outnumbered fathers with upper-level administration occupations and fathers with semi-technical or non-technical occupations. For self-awareness, fathers with mid-level administration professions, semi-professional occupations, government occupations, and technical occupations outnumbered fathers with semi-technical or non-technical occupations. For self-efficacy, fathers with mid-level administration professions and technical jobs outnumbered fathers with semi-technical or non-technical professions. There were no differences found in regards to varying occupations of mothers in connection with self orientation, family adaptation, social adaptation, interpersonal relationships, learning adaptation, self-awareness, work adaptation, self-efficacy, and overall life adaptation. In regards to differing education level for fathers, there were no differences found in self orientation, family adaptation, social adaptation, interpersonal relationships, learning adaptation, self-awareness, work adaptation, self-efficacy, and overall life adaptations. Concerning the various occupations for mothers, there were no differences found in self orientation, family adaptation, social adaptation, interpersonal relationships, learning adaptation, self-awareness, work adaptation, self-efficacy, and overall life adaptation. There were no significant differences found regarding the various parenting methods of fathers in connection with self orientation, social adaptation, interpersonal relationships, learning adaptations, self-awareness, work adaptation, self-efficacy, and overall life adaptations. Differences were found in family adaptation, and these were dependent on the fathers’ parenting methods. Fathers with authoritarian or open-minded democratic parenting styles outnumbered neglecting parenting styles. Regarding different mother parenting styles, there were no differences found in connection with self orientation, family adaptation, social adaptation, interpersonal relationships, learning adaptations, self awareness, work adaptation, self efficacy, and overall life adaptation. Concerning the varying parenting methods of primary caretakers other than mothers or fathers, there were no differences found in connection with self orientation, family adaptation, social adaptation, interpersonal relationships, learning adaptation, self awareness, work adaptations, self efficacy, and overall life adaptations. 3. The following related circumstances and situations between sources of stress and life adaptation were found: (1) Overall sources of stress and self orientation Junior high schools students’ self orientation worsened when stress I ncreased. (2) Overall sources of stress and family adaptations Junior high schools students’ family adaptation worsened when stress increased. (3) Overall sources of stress and social adaptation Junior high schools students’ social adaptation worsened when stress increased. (4) Overall sources of stress and interpersonal relationships Junior high schools students’ interpersonal relationships worsened when stress increased. (5) Overall sources of stress and learning adaptation Junior high schools students’ learning adaptation worsened when stress increased. (6) Overall sources of stress and self awareness Junior high schools students’ self awareness worsened when stress increased. (7) Overall sources of stress and work adaptations Junior high schools students’ work adaptation worsened when stress increased. (8) Overall sources of stress and self efficacy Junior high schools students’ self efficacy worsened when stress increased. 4. The sources of stress for junior high school students can effectively predict their life adaptations. Based on discussions of the outcome of this study, suggestions are given to junior high school students, parents, teachers, schools, and education organizations. There are also suggestions given for follow-up research.
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