| 摘要: | 本研究旨在探討國中階段青少年，其心理復原力與生活適應之間的關係。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630份，回收627份，回收率為99 %，剔除填答不完全者57份，有效回收問卷共570份，故有效問卷回收率達94%。本研究工具為「國中生心理復原力與生活適應之相關調查問卷」，內容包含個人基本資料、心理復原力量表、生活適應量表三個部份。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：
壹、國中生心理復原力與生活適應之現況分析
一、國中生心理復原力之程度現況分析
本研究整體受試者之國中生心理復原力四點平均量表總平均數為3.33，顯示本校國中生之心理復原力為中等偏高。其構面最為良好的是「問題解決能力」，均數高達3.42。
二、國中生生活適應之程度現況分析
本研究整體受試者之國中生生活適應四點平均量表總平均數為3.21，顯示本校國中生之生活適應為中等偏高。其構面最為良好的是「人際適應」，均數高達3.34。
貳、本校國中生心理復原力與生活適應之相關性心理復原力總量表與生活適應總量呈現中度正相關。由此得知，心理復原力越高，其生活適應力也會相對提高。而構面間的相關分別如下：其一為國中生問題解決能力與個人適應、家庭適應、學校適應、人際適應呈正相關。其二為國中生面對挑戰的能力與個人適應、家庭適應、學校適應、人際適應 呈正相關。其三為國中生情緒調節能力與個人適應、家庭適應、學校適應、人際適應呈正相關。
參、不同背景因素之國中生心理復原力、生活適應之差異性
一、不同背景因素之國中生心理復原力之差異性
1.不同性別之國中生在問題解決能力與心理復原力總量表上有顯著差異。且於女生問題解決能力優於男生。
2.不同家庭結構之國中生在問題解決能力上有顯著差異。且雙親家庭之國中生問題解決能力明顯大於單親家庭之國中生。
3. 不同家庭社經地位之國中生在問題解決能力與心理復原力總量表上有顯著差異。且家庭高社經地位之國中生問題解決能力高於低社經地位者。
4. 不同家庭教養模式之國中生在問題解決能力、面對挑戰能力與心理復原力總量表上有顯著差異。且教養模式為開明權威、專制權威、寬鬆放任者之國中生面對挑戰能力皆優於教養模式為忽視冷漠者。
二、不同背景因素之國中生生活適應之差異性
1.生活適應之各層面及生活適應總量表皆與年級的差異有顯著。且七年級國中生於生活適應個層面及總表上優於八年級生；八年級國中生於生活適應個層面及總表上優於九年級國中生。
2. 不同性別之國中生在學校適應、人際適應、生活適應總量表皆有顯著性。於女生的學校適應、人際適應、生活適應總量表皆優於男生。
3. 不同家庭結構之國中生僅在學校適應上有顯著性。且雙親家庭之國中生學校適應能力優於單親家庭者。
4. 不同家庭社經地位之國中生在學校適應、人際適應與生活適應總量表皆達顯著性。於家庭為高社經地位之國中生其學校適應、人際適應與生活適應能力皆優於低社經地位者。
5. 不同家庭教養模式之國中生在個人適應、家庭適應、學校適應、人際適應、生活適應總量表皆有顯著性。且開明權威教育之下的國中生，其生活適應各層面會高於專制權威、寬鬆放任、忽視冷漠。
The purpose of this study is to explore the relationships between the junior high school students' psychological resilience and living adjustment. Stratified random sampling is adopted to collect questionnaires. 630 questionnaires were delivered, and 570 valid questionnaires were received. The effective response rate is 94%. The measurement applied in this study includes Students' basic information, Psychological Resilience Scale and Living Adjustment 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:
A. The present state of the students' psychological resilience and living adjustment
1. The present state of the students' psychological resilience
The students' psychological resilience is inclined to mid to high. The total average number of psychological resilience is 3.33. Among the dimensions, the average number of "the ability to solve problems" is the highest, which indicates 3.42.
2. The present state of the students' living adjustment
The students' living adjustment is inclined to mid to high. The total average number of living adjustment is 3.21. Among the dimensions, the average number of "the interpersonal adjustment " is the highest,which indicates 3.34.
B. The correlation of the students' psychological resilience and living adjustment
There is a positive correlation between psychological resilience and living adjustment. That is, the higher the students' abilities of psychological resilience are, the better their living adjustment is. Findings show that there is a positive correlation between the students' abilities of solving problems and the dimensions of personal adjustment, family adjustment, school adjustment,and interpersonal adjustment. Findings also show that there is a positive correlation between the students' abilities of facing challenge and the dimensions of personal adjustment, family adjustment, school adjustment, and interpersonal adjustment. The students' abilities of emotional regulation are positively related to the dimensions of personal adjustment, family adjustment, school adjustment, and interpersonal adjustment.
C. The differences between psychological resilience and living adjustment as for the students' background variables
The differences of psychological resilience as for the students' background variables:
1. There are significant differences on different genders about the dimensions of the abilities of solving problems and psychological resilience. Findings show that girls' abilities to solve problems are better than boys'.
2. There are significant differences on different family types about the abilities of solving problems. Findings show that the students from two-parent families have better abilities to solve problems than those from single-parent families.
3. There are significant differences on different social economic status about the abilities to solve problems and psychological resilience. Findings show that the students from higher social economic status have better abilities to solve problems than those from lower social economic status.
4. There are significant differences on different parenting types about the abilities to solve problems and face challenge, and psychological resilience. Findings show that the students from the parenting types of authoritative-reciprocal , authoritarian-autocratic and laissez-faire have better abilities to face challenge than those from the indifferent- uninvolved parenting type.
The differences of living adjustment according to the students' background variables:
1. There are significant differences on grades about the levels of living adjustment and the total number of that. The seventh graders about the levels of living adjustment and the total number of that are better than the eighth graders. The eighth graders about the levels of living adjustment and the total number of that are better than the ninth graders.
2. There are significant differences on genders about school adjustment , interpersonal adjustment and the total number of living adjustment. The girl students have better adjustment on school and interpersonal adjustment and the total number of living adjustment than the boy students.
3. There are significant differences on different family structures about school adjustment . The students from two-parent families have better school adjustment than those from single-parent families.
4. There are significant differences on social economic status about school adjustment , interpersonal adjustment and the total number of living adjustment. The students from higher social economic status have better abilities on school adjustment , interpersonal adjustment and the total number of living adjustment than those from lower social economic status.
5. There are significant differences on different parenting types about personal, family, school, interpersonal adjustment and the total number of living adjustment. The students from enlightened-authoritative families have better living adjustment than those from autocratic -authoritarian, laissez-faire, and indifferent- uninvolved parenting types. |
