| 摘要: | 本研究之目的旨在探討國中生壓力來源、因應策略與社會適應之關係，藉由臺北市國中學生之不同個人背景變項，瞭解其「壓力來源」、「因應策略」與「社會適應」的現況及差異情形，並瞭解「壓力來源」、「因應策略」與「社會適應」的相關性。此外，更進一步探討「社會適應」的預測變項。
本研究採問卷調查法，研究對象為臺北市公立國民中學七至九年級學生，經「立意取樣」的方式，選取421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」、「壓力因應策略量表」以及「社會適應量表」等四項。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」、「因應策略」與「社會適應」的現況發現：
（一）「壓力來源」方面：國中生最大的壓力來源為課業方面，其它依序為個人方面、家庭方面及同儕方面。
（二）「因應策略」方面：國中生最常使用的壓力因應策略是自我調 適，其它依序為尋求支持、積極應對、消極應對及發洩情緒。
（三）「社會適應」方面：國中生社會適應最佳的方面為良好人際關 係，其次依序為行為合乎社會規範及身心健康。
二、不同背景變項的國中生，「壓力來源」、「因應策略」及「社會適應」的差異情形發現：
（一）「壓力來源」方面：國中女生在課業方面、個人方面及同儕關係的壓力均大於國中男生；家庭型態為其它的國中生，同儕關係方面壓力大於與父母同住；家庭型態為與父親或母親其中一方同住者的家庭方面壓力大於與父母同住；母親教育程度為高中/職畢業者的個人方面壓力大於專科或大學畢業者；父親管教方式為專制權威及寬鬆放任者的家庭方面壓力皆大於開明民主；母親管教方式為專制權威者的家庭方面壓力也大於開明民主。
（二）「因應策略」方面：國中女生比男生較常使用尋求支持及自我調適的壓力因應策略；家庭型態為與父母親及祖父母同住的國中生較其它者常使用積極應對的壓力因應策略；父親管教方式為開明民主者較寬鬆放任者常使用尋求支持的壓力因應策略；母親管教方式為開明民主者亦較寬鬆放任者常使用尋求支持的壓力因應策略。
（三）「社會適應」方面：國中女生在行為合乎社會規範方面的社會適應優於國中男生。家庭型態為與父母同住、與父親或母親其中一方同住及與父母親及祖父母同住的國中生在行為合乎社會規範方面的社會適應優於其它；父親教育程度為專科或大學畢業及研究所(含以上)畢業者在行為合乎社會規範方面的社會適應均優於高中/職畢業；父親管教方式為開明民主者在整體社會適應方面優於寬鬆放任。
三、「壓力來源」、「因應策略」與「社會適應」的相關情形發現：
（一）「壓力來源」與「因應策略」方面：國中生的壓力越大，其因應策略傾向發洩情緒及消極應對。
（二）「因應策略」與「社會適應」方面：國中生運用積極應對、尋求支持及自我調適的因應策略越多，其社會適應情形越好。
（三）「壓力來源」與「社會適應」方面：國中生壓力越大，其社會適應情形越差。
四、國中生壓力來源的家庭方面壓力與因應策略的發洩情緒及尋求支持最能有效預測其社會適應。
最後，本研究根據研究結果進行討論，並提出對國中生本身、其父母、老師、學校、教育相關單位及後續研究上之建議。
關鍵字：國中生、壓力來源、因應策略、社會適應
The main purpose of this study was to explore the relationship among the stressors, coping stategies, and social adjustment of junior high school students in Taipei city.
Based on the previous literature review, the researcher designed questionnaires and conducted questionnaire investigations among junior high school students in Taipei city.
The questionnaires were divided into four parts: students’ background information, their stressors, coping strategies, and social adjustment. In total, 421 students participated in this study. Frequency distribution, percentage, mean, t-test, one-way ANOVA, Scheffe’ post-hoc comparisons, Pearson’s product-moment correlation and stepwise multiple regression techniques were used to process the data in order to verify research hypotheses and answer research questions.
The main findings were:
1. Findings about the current state of “the stressors,” “coping strategies,” and “social adjustment:”
(1) The main stressors of junior high school students were from school work.
(2) The coping strategies which junior high school students used the most was “self-adjusting,” and the least was “venting their emotions.”
(3) In social adjustment, junior high school students performed the best in “interpersonal relationships,” and the worse in “physical and mental health.”
2. Findings about the differences among students with varied personal backgrounds in “the stressors,” “coping strategies,” and “social adjustment:”
(1) Female junior high school students were more stressed than male ones. Students living with their parents, having a college gratuated mother, having parents who treated them with “authoritative” were less stressed.
(2) The coping strategies which female junior high school students used more often than male ones were “looking for support” and “self-adjusting.” Students who lived together with both their parents and grandparents used the coping strategy -- “facing the problem” more often. Students with parents who treated them with “authoritative” used “looking for support” more often.
(3) Female junior high school students were superior to male ones in “acting on social norms.” Students who lived with their parents, one of their parents, both their parents and grandparents, having a college graduated father, and having a father who treated them with “authoritative” also had better social adjustment in “acting on social norms.”
3. Findings about the correlation between “the stressors,” “coping strategies,” and “social adjustment:”
(1) With heavier stress, junior high school students tended to use “venting their emotions” and “escaping.”
(2) Junior high school students who used “facing the problem,” “looking for support,” and “self-adjusting” more often had better social adjustment.
(3) For junior high school students, the more stress they had, the worse their social adjustment would be.
4. The stressors from family and the coping strategies – “venting their emotions” and “looking for support” could effectively predict or explain social adjustment.
According to these findings, some suggestions for junior high school students themselves, their parents, teachers, schools, educational administration and further studies were proposed.
Keywords: junior high school students, sources of stress, stress coping, social adjustment. |
