僑生與本地生的生活壓力與憂鬱情緒之關係：以自我疼惜與主觀幸福感為中介

A Study of Overseas Chinese Students and Local Students on Life Stress and Depression: Self-compassion and Subjective Well-being as a Mediator

陳柏霖(Po-Lin Chen) ； 蔡亦倫(Yi-Luen Tsai)

《中華輔導與諮商學報》 62期 (2021/09) Pp. 77-116

https://doi.org/10.3966/172851862021090062003

摘要

本研究以自我疼惜與主觀幸福感為中介變項，探討僑生與本地生在生活壓力與憂鬱情緒之關係。採用網路問卷調查，共計有1,347位大學生參與，其中僑生575位、本地生772位。在資料分析方面，採用描述性統計、皮爾森積差相關、單因子變異數分析、Process模式分析。研究結果：（1）本地生與馬來西亞僑生在「自我仁慈」與「正念」的平均得分上，顯著高於港澳籍僑生；在「孤立經驗」與「過度認同」，本地生與港澳籍僑生的平均得分上，顯著高於馬來西亞僑生。（2）本地生、馬來西亞僑生及港澳籍僑生的自我疼惜與主觀幸福感在「家庭壓力」與憂鬱情緒間具有部份遠程中介。（3）本地生、馬來西亞僑生及港澳籍僑生的自我疼惜與主觀幸福感在「未來規劃壓力」與憂鬱情緒間具有部份遠程中介。（4）本地生、馬來西亞僑生的自我疼惜與主觀幸福感在「經濟壓力」與憂鬱情緒間具有部份遠程中介。（5）港澳籍僑生的自我仁慈、自我批評、孤立經驗、過度認同與主觀幸福感在「經濟壓力」與憂鬱情緒間具有部份遠程中介。（6）本地生、馬來西亞僑生及港澳籍僑生的自我疼惜與主觀幸福感在「情緒爭吵壓力」與憂鬱情緒間具有部份遠程中介。（7）本地生、馬來西亞僑生以及港澳籍僑生的自我疼惜與主觀幸福感在「人際壓力」與憂鬱鬱情緒間具有部份遠程中介。最後，本研究依據研究結果，針對高等教育及未來研究提出建議。

關鍵字

生活壓力 ； 主觀幸福感 ； 自我疼惜 ； 遠程中介 ； 憂鬱情緒

並列摘要

The purposes of the current study were to explore self-compassion and subjective well-being as a mediator among the relationship life stress and depression of overseas Chinese students and local students. 1,347 college students were recruited from the whole Taiwan's universities and colleges, with 575 were overseas Chinese students and 772 were local students. Data were collected and analyzed by description statistics, Pearson's correlation coefficient, ANOVA, and process model analysis. The results showed that: (1) In terms of ＂self-kindness＂ and ＂mindfulness＂, local students and Malaysian overseas Chinese students obtain a higher average score than Hong Kong and Macau students; In terms of ＂isolation＂ and ＂over-identification＂, local students and Hong Kong and Macau students obtain a higher average score than Malaysian overseas Chinese students. (2) Self-compassion and subjective well-being plays a partially serial mediating role in the prediction from family stress to depression for local students, Malaysian overseas Chinese students, and Hong Kongese and Macanese overseas Chinese students. (3) Self-compassion and subjective well-being plays a partially serial mediating role in the prediction from furture planning stress to depression for local students, Malaysian overseas Chinese students, and Hong Kongese and Macanese overseas Chinese students. (4) Self-compassion and subjective well-being plays a partially serial mediating role in the prediction from economic stress to depression for local students, and Malaysian overseas Chinese students. (5) Self-kindness, self-criticism, isolation, over-identification, and subjective well-being plays a partially serial mediating role in the prediction from economic stress to depression for Hong Kongese and Macanese overseas Chinese students. (6) Self-compassion and subjective well-being plays a partially serial mediating role in the prediction from emotional quarrel stress to depression for local students, Malaysian and Hong Kongese Macanese overseas Chinese students. (7) Self-compassion and subjective well-being plays a partially serial mediating role in the prediction from interpersonal stress to depression for local students, Malaysian and Hong Kongese Macanese overseas Chinese students. The research suggestion can provide attention and guidance on the aspects of ＂study, future employment and further education planning and economic life adaptation＂ of Malaysian overseas Chinese students. In addition, higher education can regularly organize study skills and after-school stress relief courses. To enable Malaysian students who are more active in their academic work to have a way to deal with their higher learning pressure. The research suggests that Hong Kong and Macau students can pay attention to and provide guidance on ＂learning, future employment and further studies planning, language, and interpersonal communication＂. In addition, universities and colleges must implement special remedial teaching for Hong Kong and Macao students who are not able to connect to the language or high school curriculum to resolve differences in language and learning progress. The majority of overseas Chinese in Hong Kong and Macao use Cantonese and Portuguese as the main language, so it is more necessary to strengthen the language courses. Many Hong Kong and Macao students choose to study in Taiwan because it is difficult to enroll in universities in their places of residence. Therefore, their motivation to study is lower than that of Malaysian overseas students. Therefore, colleges and universities need to hold courses and lectures related to the future goals and planning of the department more often, so that Hong Kong and Macao students have a deeper understanding of their own departments, and increase their sense of belonging, identity and motivation to study. Career development and employment counseling groups/psychological counseling centers or international cooperation offices of colleges and universities need to provide overseas Chinese students with friendly and convenient academic counseling and future planning counseling. And they need to hold regular activities, courses, and lectures to let them understand how the status of overseas Chinese students develops in Taiwan, the future development of the field of the department, whether they can be employed in Taiwan, or whether they can effectively bridge the field after returning to the overseas residence of professionalism. If colleges and universities can provide such assistance, overseas Chinese students can study in Taiwan with greater peace of mind.

並列關鍵字

Depression ； life stress ； self-compassion ； serial mediating ； subjective well-being

參考文獻

余民寧、陳柏霖、陳玉樺（2018）：巔峰型教師的樣貌－圓滿幸福、知覺工作壓力、靈性幸福感及心理健康之關係。教育心理學報，50（1），1-30。[Yu, M. N., Chen, P. L., & Chen, Y. H. (2018). What does the flourishing teacher look like? The relationships between flourishing, perceived work stress, spiritual well-being and mental health. Bulletin of Educational Psychology, 50 (1), 1-30. doi: 10.6251/BEP.201809_50(1).0001]

余民寧、黃馨瑩、劉育如（2011）：「臺灣憂鬱症量表」心理計量特質分析報告。測驗學刊，58（3），479-500。[Yu, M. N., Huang, H. Y., & Liu, Y. J. (2011). The development and psychometric study of Taiwan depression scale. Psychological Testing, 58 (3), 479-500. doi: 10.7108/PT.201109.0479]

李金治、陳政友（2004）：國立臺灣師範大學四年級學生生活壓力、因應方式、社會支持與其身心健康之相關研究。學校衛生，44，1-31。[Lee, C. C., & Chen, C. Y. (2004). Pressure faced and coped by senior students of national Taiwan normal university and related factors. Chinese Journal of School Health, 44, 1-31. doi: 10.30026/CJSH.200406.0001]

卓福安（2016）：影響馬來西亞華裔學生來臺就讀高等教育之因素與因應之道。應華學報，18，107-141。[Toh, H. A. (2016). Factors affect Chinese Malaysian students to make the choice of having higher education in Taiwan and the policy that needs to implement under the trends. Journal of Applied Chinese, 18, 107-141. doi: 10.6391/JAC.201612_(18).0004]

邱永祺（2016）：大學國文之僑生專班教學策略初探－以臺北市立大學為例。國學新知，63（1），60-69。[Ciou, Y. C. (2016). A peliminary study on the teaching strategies of the overseas Chinese special class in university Chinese—University of Taipei as an example. The Elementary Education Journal, 63 (1), 60-69. doi: 10.6701/TEEJ.201603_63(1).0006]