| 摘要: | 本研究旨在探討都市原住民國中生自我概念、行為困擾及幸福感之相關，進而歸納出影響新北市都市原住民國中生幸福感之原因。首先經由文獻探討，分析國中生自我概念、行為困擾及幸福感之內涵，豎立本研究相關之立論基礎，先對研究對象進行訪談，確立量表題目，並編制「都市原住民國中生自我概念、行為困擾及幸福感之量表」後進行問卷調查，以了解新北市原住民國中生之性別、年級、家庭狀況，對自我概念、行為困擾及其幸福感之影響，以及三者的相關，以作為後續發展學生輔導策略之參考。
本研究以新北市板橋分區及新莊分區的二十六所公立國民中學一、二、三年級原住民學生為對象，共 832 人。問卷共發出 306 份，合計有效問卷 245 份。並以百分比、次數分配、t 檢定、單因子變異數分析、皮爾遜積差相關和多元逐步回歸分析為統計方法。茲將研究結論說明如下：
一、 不同性別、年級及家庭狀況之背景變項之都市原住民國中生在自我概念、行為困擾及幸福感上的差異性研究。
(一)不同年級之都市原住民國中生家庭生活困擾上達到顯著性差異。七年級在家庭生活困擾的分數顯著低於八年級。
(二)不同家庭狀況之都市原住民國中生自我概念達到顯著差異。核心家庭的自我概念分數顯著高於隔代教養家庭。
(三) 不同家庭狀況之都市原住民國中生家庭生活困擾上達到顯著性差異。隔代教養家庭之家庭生活困擾分數明顯高於核心家庭。
二、都市原住民國中生自我概念、行為困擾及幸福感之相關情形。
(一)自我概念與行為困擾相關，自我概念之「生理我」與行為困擾之「人際關係」呈顯著負相關；自我概念之「生理我」、「學業及能力我」、「情緒我」、「家庭我」及「學校我」與行為困擾之「自我關懷」、「身心及學校」及「家庭生活」呈負相關。
(二)自我概念與幸福感相關，自我概念之之「生理我」、「學業及能力我」、「情緒我」、「家庭我」及「學校我」與幸福感皆呈顯著正相關。
(三)行為困擾與幸福感相關，行為困擾在「自我關懷」、「身心及學校」、「人際關係」及「家庭生活」與幸福感呈負相關。
三、都市原住民國中生自我概念、行為困擾及幸福感聯合預測力分析
(一)對幸福感之預測分析
1.自我概念之「生理我」可預測幸福感72.5%變異數、「學業及能力我」可預測幸福感50.9%變異數、「家庭我」可預測幸福感63.7%變異數、「學校我」可預測幸福感67.8%變異數；其結果顯示生理我越高時幸福感越高，學業及能力我越高時幸福感越高，家庭我越高時幸福感越高，學校我越高時幸福感越高。
2.行為困擾之「自我關懷」可預測幸福感70.8%變異數，其結果顯示自我關懷越高時幸福感越低。
A Study on Self-Concept, Behavioral Disturbance and Sense of Well-Being of Urban Aboriginal Junior High School - Taking New Taipei City as an Example
The purpose of this study was to investigate the relationships between self-concept, behavioral disturbance, and sense of well-being among urban aboriginal junior high school students in New Taipei City as well as to summarize the factors affecting the well-being of urban aboriginal junior high school students in New Taipei City. First, we analyzed the connotations of self-concept, behavioral disturbance, and sense of well-being among the urban aboriginal junior high school students through the literature to establish the theoretical basis for this study. Then, interviews were conducted with the study participants to establish the scale questions. After developing the scale called "Self-Concept, Behavior Disturbance, and Well-Being Scale for Urban Aboriginal Junior High School Students" , a questionnaire survey was administered to understand the effects of gender, grade level, and family status on self-concept, behavior disturbance, and sense of well-being among the aboriginal junior high school students in New Taipei City, as well as the correlations among the three factors to serve as a reference for the subsequent development of student counseling strategies.
This study targeted a total of 832 aboriginal students in grades 7, 8, and 9 in 26 public junior high schools in Banqiao and Xinzhuang districts of New Taipei City. A total of 306 questionnaires were distributed, with 245 valid questionnaires collected. The statistical methods involved percentages, frequency distribution, t-test, one-way analysis of variance, Pearson's product difference correlation, and multiple stepwise regression analysis. The findings of the study are described as follows.
1.A study of the differences in self-concept, behavioral disturbance, and sense of well-being among urban aboriginal junior high school students across gender, grade level, and family status background variables.
a. Significant disparities were found among different graders of urban aboriginal junior high school students in terms of family problems. The scores for family problems in grade 7 were significantly lower than those in grade 8.
b. The self-concept of urban aboriginal junior high school students differed significantly by family status. The self-concept of nuclear families scored significantly higher than that of skipped generation families.
c. Regarding family problems, a significant difference was found among urban aboriginal high school students with different family status. The scores of family problems in skipped generation families were significantly higher than those in nuclear families.
2. How self-concept, behavioral disturbance and sense of well-being of urban aboriginal junior high school students are related to each other.
a. Self-concept was related to behavioral disturbance. The "physical self" of self-concept was significantly and negatively correlated with the "interpersonal relationship" of behavioral disturbance. The "physical self", "academic and ability self", "emotional self", "family self", and "school self" were negatively correlated with "self-care", " physical and mental health as well as school", and "family life" of behavioral disturbance.
b. Self-concept correlated with sense of well-being. The "physical self", "academic and ability self", "emotional self", "family self", and "school self" were significantly and positively correlated with well-being.
c. Behavioral disturbance had a correlation with sense of well-being. The "self-care", "physical and mental health as well as school", "interpersonal relationships" and "family life" of behavioral disturbance presented negative correlation with sense of well-being.
3. An analysis of the joint predictive power of self-concept, behavioral disturbance and sense of well-being among urban aboriginal junior high school students.
a. Predictive analysis of sense of well-being
Within the self-concept, the predictive variance of sense of well-being was 72.5% for the "physical self", 50.9% for the "academic and ability self", 63.7% for the "family self", and 67.8% for the "school self". The results showed that the higher the physical self, the higher the academic and ability self, the higher the sense of well-being. The higher the family self, the higher the sense of well-being, and the higher the school self, the higher the sense of well-being. |
