| 摘要: | 本研究旨在探討高職學生同儕關係、社會支持與生活適應之現況與關係。其目的在了解不同個人背景變項及家庭背景變項之高職學生，在同儕關係、社會支持與生活適應之差異性及相關性。
本研究針對臺北市立士林高級商業職業學校之日間部學生為研究對象，共取得有效問卷346份。以基本資料調查表、同儕關係量表、社會支持量表及生活適應量表為研究工具，並使用次數分配、百分率、平均數、標準差、獨立樣本t檢定、單因子變異數分析及皮爾森積差相關為統計方法。茲將研究結論說明如下：
一、不同性別之高職學生在同儕關係中的「友誼」分層面，有顯著差異，且女學生的平均數高於男學生。
二、不同家中排行的高職學生在同儕關係中的「友誼」層面，有顯著差異。
三、不同每月家庭收入的高職學生在同儕關係中的「社交焦慮」層面達顯著差異，且每月家庭收入在30,000元以下及30,001~60,000元者，其「社交焦慮」高於90,001元以上者。
四、不同性別之高職學生在社會支持上有顯著差異。
五、不同科別之高職學在社會支持中的「訊息性」、「工具性」二分層面及「社會支持」整體方面均達到 顯著差異，且「商業經營科」的平均數均高於「資料處理科」。
六、不同性別之高職學生在「家庭適應」、「學校適應」、「社會適應」三個分層面及「生活適應」整體，有顯著差異，且女學生的平均數均高於男學生。
七、不同科別之高職學在生活適應的「個人適應」、「學校適應」、「社會適應」三個分層面及「生活適應」整體方面，達到顯著差異。經由雪費事後比較結果發現，在「個人適應」方面，商業經營科及會計事務科之高職學生比資料處理科之高職學生適應佳；在「學校適應」方面，商業經營科之高職學生比會計事務科和資料處理科之高職學生適應佳；在「社會適應」方面，會計事務科之高職學生比資料處理科之高職學生適應佳；在整體「生活適應」方面，商業經營科及會計事務科之高職學生比資料處理科之高職學生適應佳。
八、不同家中排行的高職學生在生活適應中的「家庭適應」層面達顯著差異，且家中排行老么之學生比排行為中間子女之學生適應佳。
九、不同家庭收入的高職學生在生活適應中的「個人適應」層面達顯著差異，且每月家庭入為90,001以上者比30,000元以下和30,001~60,000元者，適應佳。
十、高職學生在同儕關係中的「友誼」、「社交技巧」與社會支持中的「情緒性」、「訊息性」、「工具性」與整體表現上，呈現顯著正相關；高職學生在同儕關係中的「社交焦慮」與社會支持中的「情緒性」、「訊息性」、「工具性」與整體表現上呈現顯著負相關。
十一、高職學生在同儕關係中的「友誼」、「社交技巧」與生活適應中的「個人適應」、「家庭適應」、「學校適應」、「社會適應」與整體表現上，呈現顯著正相關；高職學生在同儕關係中的「社交焦慮」與生活適應中的「個人適應」、「家庭適應」、「學校適應」、「社會適應」與整體表現上呈現顯著負相關。
十二、高職學生的社會支持各層面及整體與生活適應各層面及整體表現上，兩兩之間均呈現顯著正相關。
依據研究所得之結論，本研究對教育行政單位、學校與教師、家長及高職學生提出幾項建議，作為輔導及參考之用。
This study aimed to explore the current situation and relationship between peer relationships of vocational high school students, social support and life adjustment. The purpose is to gain an insight into the vocational high school students’ different personal background variables and family background variables, as well as the differences and correlations of peer relationships, social support, and life adjustment.
The day-school students of Shilin High School of Commerce were adopted as the research subjects in this study. 346 copies of valid questionnaires were obtained. The basic information survey, scale for peer relationships, scale for social support, and scale for life adjustment were adopted as the research tools, while frequency distribution, percentage, mean, standard deviation, independent sample t-test, one-way ANOVA, and Pearson product-moment correlation coefficient were used as the statistical methods. The conclusions drawn are as follows:
1. Vocational high school students of both genders showed significant differences in the “friendship” dimension of peer relationships. The mean score of the female students was higher than that of the male students.
2. Vocational high school students with different ranking of siblings in the family showed significant differences in the “friendship” dimension of peer relationships.
3. Vocational high school students with different monthly household incomes showed significant differences in the “social anxiety” dimension of peer relationships. Those with family incomes of less than $30,000 and 30,001~60,000 had higher “social anxiety” compared to those with family incomes of more than $90,001.
4. Vocational high school students of different genders showed significant differences in social support.
5. Vocational high school students of different departments showed significant differences in two dimensions, namely, “information” and “tools” in social support, as well as the overall “social support.” Additionally, the mean score of “Business Management Department” was higher than that of “Data Processing Department.”
6. Vocational high school students of different genders showed significant differences in three dimensions, namely, “family adjustments”, “school adjustments”, and “social adjustments”, as well as the overall “life adjustments.” Additionally, the mean score of female students was higher than that of male students.
7. Vocational high school students of different departments showed significant differences in three dimensions, namely, “personal adjustments”, “school adjustments”, and “social adjustments”, as well as the overall “life adjustments”. Through the Scheffe Post Hoc Comparison, the results show that in the “personal adjustments” aspect, vocational high school students of Business Management Department and Accounting Department showed better adaptability than vocational high school students of Data Processing Department. As for the “school adjustment” aspect, vocational high school students of Business Management Department showed better adaptability compared to vocational high school students of Accounting Department and Data Processing Department; concerning the “social adjustment” aspect, vocational high school students of Accounting Department showed better adaptability compared to vocational high school students of Data Processing Department; in terms of overall “life adjustments”, vocational high school students of Business Management Department and Accounting Department showed better adaptability compared to vocational high school students of Data Processing Department.
8. Vocational high school students with different ranking of siblings in the family showed significant differences in the “family adjustment” dimension of life adjustments. Additionally, students who ranked last in the family showed better adaptability than students who ranked middle in the family.
9. Vocational high school students with different household incomes showed significant differences in the “personal adjustment” aspect of life adjustments. Those with household incomes of more than $90,001 showed better adaptability compared to those with household incomes of under $30,000 and $30,001~60,000.
10. Vocational high school students’ “friendship” and “social skills” in peer relationships and “emotions”, “information”, and “tools” in social support showed a significantly positive correlation with the overall performance. Vocational high school students’ “social anxiety” in peer relationships and “emotions”, “information”, and “tools” in social support, showed a significantly negative correlation with the overall performance.
11. Vocational high school students’ “friendship” and “social skills” in peer relationships and “personal adjustments”, “family adjustments”, “school adjustments”, and “social adjustments” in life adjustments showed a significantly positive correlation with the overall performance; the vocational high school students’ “social anxiety” in peer relationships and “personal adjustments”, “family adjustments”, “school adjustments”, and “social adjustments” in life adjustments showed a significantly negative correlation with the overall performance.
12. The social support dimensions and the overall life adjustment dimensions showed a significantly positive correlation with the overall performance.
Based on the conclusions drawn in this study, several recommendations have been proposed to serve as guidance and reference for educational administrative units, schools, teachers, parents, and vocational high school students. |
