幸福感及其相關因素之研究－以新北市某國中為例

Abstract

本研究主要目的在瞭解國中生父母管教方式、課業壓力與幸福感的現況，並比較不同背景變項在父母管教方式、課業壓力與幸福感上的差異情形；進而探討父母管教方式、課業壓力與幸福感之間的相關情形，以及分析父母管教方式、課業壓力對於幸福感的預測力。 研究對象為102學年度就讀於新北市某國中學生，共計施測358位國中學生，其中有效問卷352份。調查所得資料以描述性統計、卡方考驗、單因子變異數分析、皮爾遜積差相關、逐步多元迴歸等統計方法進行分析。所得主要結論如下： 一、 本研究對象知覺父母管教方式以忽視冷漠為最多。 二、 本研究對象之課業壓力為中等偏高，其中以「個人因素」壓力最大。 三、 本研究對象所知覺的幸福感趨向正向。 四、 研究對象所知覺之父母親管教方式會因性別、年級與學業成績不同而有顯著差異。 五、 研究對象之課業壓力在性別與學業成績上達顯著差異。 六、 研究對象之幸福感在年級上有顯著差異。 七、 父母管教方式為開明權威者，其子女幸福感較高。 八、 課業壓力與幸福感有顯著相關。課業壓力之個人因素和幸福感是正相關，課業壓力之學校因素與幸福感是負相關。 九、 父母管教方式、課業壓力可以顯著預測幸福感，並有效解釋幸福感18％的變異量。

The main purpose of this study was to understand the state of junior high school students’ parenting style, academic stress and well-being; to compare the differences in parenting style, academic stress and well-being between individuals of differing backgrounds and further, to explore the correlation between parenting style, academic stress and well-being, as well as to analysis the prediction of population’s parenting style, academic stress to well-being. It sampled total amount of 358 students from one junior high school in New Taipei City for 2013 academic years, and 352 of them were valid returned. The data was analyzed by statistical methods including descriptive statistics, chi-square test, one way ANOVA, Pearson’s product-moment correlation, and stepwise multiple regression. The main conclusions are as follows,

1. Most of sampling students perceived neglect parenting style. 2. Most of sampling students’ academic pressure which is at the high medium level and mainly came from personal factors. 3. The well-being of sampling students trends positive. 4. The parenting style of sampling students was significant differences among genders, grades and academic achievements. 5. The academic stress of sampling students was significant differences among genders and academic achievements. 6. The well-being of sampling students was significant differences among grades. 7. The difference of well-being within parenting style was that authoritative was better. 8. Academic stress were significantly correlated with well-being. Personal factors of academic stress and well-being were found to be positively correlated,and school factors of academic stress and well-being were found to be negative correlated. 9. Well-being could be forecasted more accurately by using factors of parenting style and academic stress. These factors could also explain 18.0% variation effectively.

Based on these findings, suggestion were provided for parents, schools and future studies.