台北市兩所國中學生同儕情感關係、學業成就與自尊關係之縱貫性研究

Abstract

本研究為一項有關國中生同儕情感關係、學業成就與自尊關係之縱貫性研究，主要探討國中生三年期間自尊之變化情形，以及七年級與八年級之同儕情感關係、學業成就對九年級自尊之影響情形。於九十四學年度開始追蹤就讀自台北市兩所國中隨機抽出之211名七年級學生，經過三年追蹤得有效之樣本180人（追蹤率85%） 。所得資料以廣義估計方程式（Generalized Estimating Equation；GEE）、多元迴歸分析、t檢定等方法進行分析。 本研究主要結果如下： 一、研究對象的整體自尊、學業自尊、社會自尊與自尊五大組成要素三年間均呈現中間偏正向的情形。 二、研究對象之學業自尊、安全感、歸屬感及使命感在三年間均呈現穩定的狀態，但整體自尊、社會自尊、自我感及能力感在三年間有明顯改變。 三、性別、七年級同儕情感關係與學業成就會影響九年級的自尊；但控制先前自尊後，僅七年級同儕情感關係仍為九年級社會自尊與歸屬感的重要預測變項。 四、控制八年級學業自尊後，八年級學業成就仍對九年級學業自尊有正向預測力；控制八年級社會自尊後，八年級學業成就對九年級社會自尊有正向影響力。The purpose of this study was to investigate the trend of self-esteem during junior high school period and its relationships to peer relationships and academic achievement. A longitudinal design was adopted. By using crowd random sampling method, 211 seventh grade students were selected from two junior high schools in Taipei City. In three consecutive years, self-administered questionnaire were conducted to collect data. Generalized Estimating Equation(GEE), multiple liner regression and independent-sample t test were utilized to analyze the data. The main findings of the study were as follows: 1. The level of subjects’ academic self-esteem, social self-esteem and the 5 ingredients of self-esteem were above average in three years. 2. The subjects’ academic self-esteem, security, affiliation and mission are stable in three years, but global self-esteem, social self-esteem, selfhood and competence had changed. 3. Gender, peer relationships and academic self-esteem in seventh grade could predict self-esteem in ninth grade, except selfhood and mission. After controlling the earlier self-esteem, peer relationships in seventh grade could predict social self-esteem and affiliation in ninth grade. 4. After controlling academic self-esteem in eighth grade, the academic self-esteem in ninth grade can still be predicted by academic achievement in eighth grade.