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题名: 國中學生之家庭功能、學校適應與幸福感之相關研究
其它题名: The Relationships among Family Functioning, School Adjustment, and Well-being of Junior High School Students
作者: 林文聰
贡献者: 陳聰文
林文聰
Wen-Tsong Lin
关键词: 家庭功能;學校適應;幸福感
Family Functioning;School Adjustment;Well-being
日期: 2004
上传时间: 2010-12-03
描述: 碩士
教育研究所
摘要: 本研究旨在探討中部六縣市（苗栗縣、台中縣、台中市、南投縣、彰化縣、雲林縣）國中學生之家庭功能、學校適應與幸福感之間的關係。本研究採用問卷調查法，以中部六縣市1034名國中學生為研究對象；以描述統計、單因子多變量變異數分析、皮爾森積差相關、典型相關及逐步多元迴歸分析等方法分析資料。茲將本研究結果歸納如下：
一、國中學生與家庭成員的情感仍具有良好的凝聚力與向心力，但與家庭成員的互動互信最低。
二、國中學生在學校適應的表現中最重視同儕關係。
三、國中學生大多滿意目前的生活以及擁有健康的身心，而自我評價及情緒則是正負參半。
四、不同性別、家庭型態的國中學生在家庭功能與學校適應上有所差異。
五、不同年級的國中學生在家庭功能、學校適應與幸福感皆有所差異。
六、國中學生的家庭功能與幸福感之間有相關。
七、國中學生的學校適應與幸福感之間有相關。
八、國中學生的家庭功能與學校適應之間有相關。
九、國中學生的家庭功能與學校適應對於幸福感具有預測作用。
The primary purpose of this study was to explore the relationships of family functioning and school adjustment to well-being among junior high school students. The survey data were collected from 1034 students in one city and five counties in central Taiwan. Data were analyzed by descriptive statistics, one-way MANOVA, Pearson’s product-moment correlation, canonical correlation and stepwise multiple regression.
The results of this study were summarized as follows:
1.Junior school students had closer cohesion but less interaction with their family members.
2.At school, junior school students took peer relationship most seriously.
3.Most of junior school students were healthy and satisfied with the recent life, but had fair self-evaluation and emotions.
4.Significant differences existed in gender or family types of junior school students regarding family functioning and school adjustment.
5.Significant differences existed in grade levels of junior school students regarding family functioning, school adjustment, and well-being.
6.There was significantly positive correlation between family functioning and well-being.
7.There was significantly positive correlation between school adjustment and well-being.
8.There was significantly positive correlation between family functioning and school adjustment.
9.Junior high school students’ family functioning and school adjustment were able to predict well-being in stepwise multiple regression.
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