臺灣南部地區國中生的社經地位、社會資本、生活型態與幸福感之研究

Abstract

本研究旨在探討國中生的社經地位、社會資本、生活型態與幸福感之間的關係。資料來源為國立臺灣師範大學健康促進與衛生教育學系姜逸群教授主持之「學校衛生行政與青少年健康之研究」在2007年收集之資料。本研究係以臺灣地區南部七縣市公立學校國中生為母群體，從中選取閩南籍、排除父母均歿者、隔代教養者、與其他親戚同住者，最後共得樣本3212位。研究資料以描述性統計、皮爾森積差相關、單因子變異數分析、典型相關、結構方程模式等方法進行分析，所得重要結果如下： 一、國中生的社經地位、社會資本、生活型態及幸福感之現況 1. 研究對象父母親的教育程度以高中職者最多，國小以下者最少。父母親的職業方面，父親以第四類最多，母親以第五類最多，最少的均是第一類。 2.研究對象擁有不錯的合作、互惠、信任、同儕網絡、師生關係之社會資本。 3.研究對象擁有正向健康的營養行為、安全行為、壓力管理行為、健康責任行為，但運動行為較差。 4.研究對象擁有正向的幸福感。 二、國中生其社經地位、社會資本、生活型態與幸福感的關係 1.母親教育程度與研究對象幸福感有顯著差異，而父親教育程度、父母親職業與研究對象幸福感則無關。 2.父母親教育程度、父親職業與研究對象社會資本有顯著差異，但母親職業與社會資本無關。 3.父母親教育程度、父母親職業與生活型態有顯著差異。 4.社會資本與幸福感呈正相關，即研究對象與同學合作解決事情行為愈多、與同學相互幫忙情形愈多、對人信任感愈多、與同學互動關係愈多、與師長關係愈好者，其幸福感愈好。 5.生活型態與幸福感呈正相關，即研究對象日常飲食選擇維持營養健康的行為愈好、從事維持健康體適能的活動愈多、從事維護自身安全的行為愈多、面對壓力時的自我調整方式愈好、增進與健康有關的知識、態度、行為愈多者，其幸福感愈好。 6.社會資本與生活型態呈正相關，研究對象的社會資本愈多，愈能落實正向的生活型態。社會資本之合作、互惠、信任、同儕網絡、師生關係可解釋生活型態之營養行為、運動行為、安全行為、壓力管理行為、健康責任行為總變異量之13.3%。三個典型因素可解釋國中生生活型態總變異量之27%。 三、國中生的社經地位、社會資本、生活型態與幸福感結構關係方面 1.本研究提出的「國中生幸福感影響模式」與實證觀察所得資料相適配。 2.社經地位直接影響國中生的幸福感，亦可經由社會資本、生活型態中介變項影響國中生的幸福感。 3.社經地位可解釋社會資本總變異量的1%。社經地位、社會資本可解釋生活型態總變異量的31%。社經地位、社會資本、生活型態可解釋幸福感總變異量的44%。

The purpose of this study was to explore the relationships among socioeconomic status, social capital, lifestyle and well-being of junior high school students. The data were collected from “Study on School Health Administration and Adolescent Health” hosted in 2007 by Dr. I-Chyun Chiang, professor of Department of Health Promotion and Health Education at National Taiwan Normal University. The junior high school students in 7 counties and cities in southern Taiwan were the target population of the study. Southern Min people, exclusive of those whose parents were both dead, who were reared by grandparents, and who lived with other relatives were selected by the researcher. And 3,212 samples were valid finally. The Data were analyzed with descriptive statistic, Pearson product moment correlation, one-way ANOVA, canonical correlation analysis, and structural equation modeling. The main results of this research were summarized as follows: 1. The current situation of socioeconomic status, social capital, lifestyles and well-being of the junior high school students: (1) Most of the research subjects’ parents were with the educational level of senior high(vocational) school, and those who were with the education level of elementary school or lower were the least. As for parental occupations, the fathers of type four were the most common, and the mothers type five. Type one is the fewest in numbers in both fathers and mothers. (2) The research subjects got high scores in cooperation, reciprocity, trust, peer network, and teacher-student relationship of social capital. (3) The research subjects possessed positive nutritional behavior, safety behavior, stress management behavior, and health responsibility behavior. But their sport behavior was worse. (4) The research subjects scored high in well-being. 2. The relationships among socioeconomic status, social capital, lifestyles and well-being of the junior high school students: (1) There was significant difference between mother’s educational levels and the research subjects’ well-being, but father’s educational levels and parental occupations were not related to the research subjects’well-being. (2) There was significant difference between the research subjects’ social capital and parental educational levels, and between the research subjects’ social capital and fathers’ occupations. But mothers’ occupations were not related to social capital. (3) There was significant difference between lifestyles and parental educational levels and between lifestyles and parental occupations. (4) There was positive correlation between social capital and well-being. The more the research subjects cooperated with classmates, helped one another, trusted people, interacted with classmates, and the better the relationship with teachers they had, the better their well-being was. (5) There was positive correlation between lifestyles and well-being. The research subjects who had better nutritional behavior, who did more physical fitness activities, who had more safety behavior, who had better stress management behavior, and who had more health responsibility behavior had better well-being. (6) There was positive correlation between social capital and lifestyles. The more social capital the research subjects had, the more positive lifestyles they had. Social capital accounted for 13.3% of the total variation of lifestyles. The three canonical factors accounted for 27% of the total variation of the research subjects’ lifestyles. 3. The structural relationship among socioeconomic status, social capital, lifestyles and well-being of junior high school students: (1) The model of relationship among socioeconomic status, social capital, lifestyles and well-being of junior high school students in the research fitted the practical observation data. (2) Socioeconomic status had direct effect on well-being, and it could also affect the well-being of junior high school students through the mediator variation of social capital and lifestyles. (3) Socioeconomic status accounted for 1% of the total variation of social capital. Socioeconomic status and social capital accounted for 31% of the total variation of lifestyles. Socioeconomic status, social capital and lifestyles accounted for 44% of the total variation of well-being.