學生從四年級至九年級的內化問題行為之發展軌跡

Abstract

本研究以社交焦慮、社交孤寂、憂鬱作為兒童內化問題行為之指標，利用潛在變項成長曲線模型來探討：（1）不同性別學生的內化問題行為之發展軌跡（2）學生性別、父母個別支持，與學生內化問題行為發展軌跡之關聯。本研究使用「兒童及青少年行為之長期發展研究」之第2001年至2006年的資料，將六年期間研究變項資料完整者納入分析樣本，共計1,030人。 本研究結果支持內化問題行為發展軌跡因孩童性別而有所變化，即女生內化問題行為為顯著上升的發展趨勢，然男生為顯著下降。本研究發現女生內化問題行為起始點較嚴重者，發展上升速度較慢；男生內化問題行為起始點較嚴重者，下降速度較快。然父母支持與學生的內化問題行為之起始點、斜率無關連。 因此建議家長、教師應特別注意女生內化問題行為的發展情形，且對於內化問題行為較為嚴重的兒童，需要足夠的耐心去協助兒童，使孩童能隨著時間回歸至一般群體內化問題行為的常態發展。The purpose of this paper aims to investigate the following research problems: (1) the trajectories of internalizing problem behavior among the students of different genders, and (2) the relationship of the students’ internalizing trajectories with those students’ genders, and parental support. Internalizing problems behavior was measured by depression, social anxiety and social loneliness. The data used in this paper were derived from 2001 to 2006 data of a longitudinal study entitled “Child and Adolescent Behaviors in Long-term Evolution”. Complete data from 1030 children were analyzed in this paper. The result supports that internalizing trajectories vary with children’s gender. Girls’ internalizing behavior significantly increases over time, whereas for boys’ decreases. In addition, girls with higher initial scores on internalizing behavior have less increase than those with lower initial scores, and boys with higher initial scores on internalizing behavior have a greater decrease than those with lower initial scores. Finally, the initial level and the rate of change of students’ internalizing behavior don’t depend on parental support for box sexes. Hence, our study suggests that parents and teachers should pay special notice to the development of girls' internalizing behavior, require sufficient patience to assist the children with relatively serious internalizing behavior, and consequently, children may return to normative development of internalizing behavior in general population over time.