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  • 學位論文

四至十一年級學生社交焦慮發展軌跡之研究

A Study on Developmental Trajectory Related to Social Anxiety among Students from 4th Grade to 11th Grade

指導教授 : 李蘭
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摘要


目的:本研究目的為瞭解學生於四至十一年級的社交焦慮發展軌跡類型及其相關因素。方法:研究樣本為兒童與青少年行為之長期發展研究(簡稱CABLE計畫)於2001年時就讀四年級之學生,共1,621人。本研究使用前述樣本在2001至2008年所填答的部分資料及家長的部份資料,進行次級資料分析,統計方法為Group-based Trajectory Model及多項logit模型。結果: 1.整體而言,學生的社交焦慮程度於國小四至六年級的階段呈現下降趨勢;但在進入國中之後的七至十年級,則呈現持續上升的趨勢。社交焦慮於各年度皆在性別上呈現顯著的差異(女>男)。2.就男生而言,社交焦慮之發展軌跡類型可分為五種:持續輕微組(28.01%)、輕微變中等組(28.14%)、中等微降組(18.15%)、中等變嚴重組(21.44%)、持續嚴重組(4.26%);就女生而言,社交焦慮之發展軌跡類型也可分為五種:輕微且下降組(10.00%)、中等變嚴重組(16.63%)、中等偏輕微組(48.63%)、嚴重變中等組(17.75%)、嚴重且上升組(7.00%)。3.與男生及女生之社交焦慮發展軌跡類型相關的因素並不完全相同。在男生方面有:居住地區、情感變異性人格、父親教育程度、父母處罰程度、父母支持程度、父母衝突程度、與同儕互動程度;在女生方面則有:居住地區、情感變異性人格、父親教育程度、母親教育程度、父母處罰程度及與同儕互動程度。建議:1.心理衛生的推動應納入社交焦慮之議題;2.社交焦慮的預防介入可自小學階段開始;3.注意並關懷情感變異性人格程度高的學生;4.父母對於男性學生應多給予支持;5.父母間應避免衝突、減少對子女的處罰、鼓勵子女多與同儕互動;6.對於有高社交焦慮的學生,尤需注意其隨著年齡愈趨嚴重的可能性,及早採取輔導措施;7.注意與同儕互動較低的女性學生;8.將社交焦慮相關內容融入於國中小的課程中。

關鍵字

社交焦慮 發展軌跡 兒童 青少年

並列摘要


Objective: To investigate the social anxiety developmental trajectories among students from 4th to 11th grade and examine the correlation with factors from individual, familial and school perspectives. Methods: 1,621 samples were used and collected from 2001 to 2008 from Child and Adolescent Behaviors in Long-term Evolution (CABLE) project. Group-based trajectory model and multinomial logit model were used in the statistical analysis. Results: 1. Students’ social anxiety degree decreased from 4th to 6th grade but increased from 7th to 10th grade. Girls had significantly higher social anxiety than Boys every years. 2. The best Boy model consisted of a low stable (28.01%), a medium and rising (28.41%), a medium and declining (18.15%), a medium to high (21.44%), and a persistent high group(4.26%) were found. The best Girl model consisted of a low and declining (10.00%), a medium to high (16.63%), a moderate (48.63%), a high to medium (17.75%), and a high and rising group(7.00%) were found. 3. Social anxiety developmental trajectories pattern in boys and girls were associated with different factors. Boys were significantly associated with residence, emotional variability, father’s education, parents’ punishment, parents’ support, parents’ conflict and interaction with peers. Girls were significantly associated with residence, emotional variability, parents’ education, parents’ punishment and interaction with peers. Recommendation: 1. The promotion of mental health should be considered with social anxiety issue. 2. Early prevention and intervention of social anxiety in elementary school are needed. 3. Children with emotional variability should be concerned more. 4. Parents should give more support to boys. 5. Parents’ conflicts should be avoided; to punish on children less; to encourage children the interaction with their peers. 6. As for students with higher social anxiety, the issue sustains or worsens with age increasing should be concerned so that students counseling could be intervened as earlier as possible. 7. To care and to hlep girl students of less interaction with peers. 8. To integrate prevention and intervention of social anxiety into the elementary and junior high school curricula.

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