家庭危險因子對少年之學業成就、偏差行為與憂鬱情緒發展的影響：累積危險指數模型探討

The Impact of Family Risks on Youths’ Academic Performance, Delinquency and Depression: A Cumulative Risk Index Model

陳杏容(Hsing-Jung Chen)

《臺大社會工作學刊》 34期 (2016/12) Pp. 41-83

https://doi.org/10.6171/ntuswr2016.34.02

摘要

本研究旨在透過累積危險指數模型探討家庭風險因子與少年學業成就、偏差行為與憂鬱情緒發展的關聯，並進一步探討性別在其中扮演的角色。運用「台灣教育長期追蹤資料庫」之七年級與九年級學生及其家長資料進行分析。分析結果支持線性關係，憂鬱情緒部分女生比男生嚴重，偏差行為則男生多於女生。當家庭危險因子數目增加時，女生比男生在學業上受到的影響較小，但在憂鬱情緒上更脆弱。建議服務來自多元危險因子家庭的少年時，從能改善之處著手，盡量降低危險因子的數目，強化少年的壓力因應能力，依據性別差異提供適切服務，並提供多元支持與預防性家庭服務方案。

關鍵字

性別差異 ； 家庭壓力 ； 發展結果

並列摘要

Aim: the aim of this study was to examine the association between cumulative family risks and youth developmental outcomes in relation to academic performance, delinquency and depression. In addition, this study tested the moderating effect of gender by using data from an ongoing nationally representative Taiwanese youth sample. Methods: The data for this study were drawn from the Taiwan Education Panel Survey. The present research used the data when students were in the 7th and 9th grades. Stata 13.0 was used for data analyses. Results: The findings support a linear model indicating that those students who experience more family risks are more likely to develop negative outcomes. Moreover, girls have higher levels of depressive symptoms than boys do, while boys have higher levels of delinquency than girls do. The effect of cumulative risk on academic performance is lower among girls, in comparison to boys. Conclusion: The findings confirm the accuracy of the linear cumulative risk model, highlight the influence of cumulative risk on youths’ de- pression, academic and behavior outcomes, and suggest potential gender-based differences, particularly in regard to academic performance. The findings suggest the need for comprehensive family prevention programs as well as stress-coping training for youths in order to reduce the influence of family risks. Secondary prevention requires professionals to assess the family systems and be aware of how the problems facing boys and girls differ, in order to provide needed services as early as is feasible.

並列關鍵字

gender difference ； family stress ； development outcome

參考文獻

中央研究院調查研究中心（2013）。〈學術調查研究資料庫〉。取自https://srda.sinica.edu.tw/group/sciitem/2/153【Center of Survey Research of Academic Sinica. (2013). Survey research data archive. Retrieved from https://srda.sinica.edu.tw/group/sciitem/2/153】

王齡竟、陳毓文(2010)。家庭衝突、社會支持與青少年憂鬱情緒：檢視同儕、專業與家外成人支持的緩衝作用。中華心理衛生學刊。23(1)，65-97。

何明晃(2006)。非行少年之人格特質、父母管教態度與其逃家行為之相關研究。社區發展季刊。115，347-362。

何美瑤(2006)。從家庭因素探究原住民父母教育觀及學業成就之研究。學校行政雙月刊。41，199-214。

吳明隆、林慶信(2004)。原漢學童學習行為與學業成就之族群、性格因素的比較研究。高雄師大學報。17，37-55。