青少年憂鬱症狀軌跡分析：父母支持、教師支持與人格特質的影響
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2015
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Abstract
研究目的：探討青少年憂鬱症狀軌跡變化以及青少年國中時期不同環境脈絡社會支持對於青少年憂鬱症狀發展的影響是否因人格特質而有所差異。
研究方法：本研究資料取自臺灣教育長期追蹤資料庫的四波追蹤樣本(N=2483)，使用成長混合模型與潛在成長曲線模型分析青少年憂鬱症狀軌跡以及青少年國中時期自覺的父母支持、教師支持與人格特質對其憂鬱症狀軌跡的影響。
研究結果：臺灣青少年的憂鬱症狀成長軌跡呈現先上後下的二次成長曲線，其起始值、線性斜率以及非線性二次方成長曲線的相關皆未達顯著。此外，青少年憂鬱症狀軌跡發展型態並無類別差異。家庭脈絡的父親支持與青少年憂鬱症狀起始狀態呈現負相關，母親支持則為正相關。父親或母親支持與人格特質對於青少年憂鬱症狀軌跡發展未具有交互作用效果。然而，學校脈絡的教師情緒支持與人格特質的交互作用對青少年憂鬱症狀的起始狀態具有顯著影響，教師訊息支持與人格特質的交互作用對於青少年憂鬱症狀的二次方斜率亦具有顯著效果。
研究結論：不同類型或來源的社會支持對青少年憂鬱症狀發展具不同時序性影響效果，且人格特質可能會修飾學校脈絡社會支持對於青少年憂鬱症狀的軌跡發展。
Purpose: The aim of this study was to investigate the influence of social supports in different contexts on development of depressive symptoms during adolescence and whether the influence is different by adolescents’ personality. Methods: The data using in this study was selected from Taiwan Educational Panel Survey (TEPS). A total of four waves of students’ data (N=2483) were analyzed using the latent growth modeling and growth mixture model. Results: The depressive symptom trajectory of Taiwan adolescents gradually grew in a quadratic curve, with no significant associations between its initial level, linear slope, and nonlinear quadratic growth curve. Only one class of developmental trajectory of depression was obtained among Taiwanese adolescents. Paternal support exhibited inverse association, whereas maternal support exhibited positive association with initial status of depressive symptom. No significant interactions were found between social support in family context and personality on depressive symptoms trajectory. Nevertheless, interaction between teacher's emotional support and personality was associated with the initial level of adolescents' depressive symptoms, while interaction between teacher's informational support and personality was associated with the nonlinear quadratic slope of adolescents' depressive symptoms. Conclusions: The influence of different types or resourses of social supports on adolescents’ depressive symptoms varies over time. Adolescents’ personality might moderate the effect of social support in school context on developmental trajectory of depressive symptoms.
Purpose: The aim of this study was to investigate the influence of social supports in different contexts on development of depressive symptoms during adolescence and whether the influence is different by adolescents’ personality. Methods: The data using in this study was selected from Taiwan Educational Panel Survey (TEPS). A total of four waves of students’ data (N=2483) were analyzed using the latent growth modeling and growth mixture model. Results: The depressive symptom trajectory of Taiwan adolescents gradually grew in a quadratic curve, with no significant associations between its initial level, linear slope, and nonlinear quadratic growth curve. Only one class of developmental trajectory of depression was obtained among Taiwanese adolescents. Paternal support exhibited inverse association, whereas maternal support exhibited positive association with initial status of depressive symptom. No significant interactions were found between social support in family context and personality on depressive symptoms trajectory. Nevertheless, interaction between teacher's emotional support and personality was associated with the initial level of adolescents' depressive symptoms, while interaction between teacher's informational support and personality was associated with the nonlinear quadratic slope of adolescents' depressive symptoms. Conclusions: The influence of different types or resourses of social supports on adolescents’ depressive symptoms varies over time. Adolescents’ personality might moderate the effect of social support in school context on developmental trajectory of depressive symptoms.
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台灣青少年, 心理健康發展, 家庭脈絡, 學校脈絡, 社會支持, 人格特質, Taiwanese youth, mental health development, family context, school context, social support, personality