本研究旨在瞭解青少年完美主義、自尊與其憂鬱傾向之相關研究,採問卷調查法,使用分層比例叢集取樣的方式,以高雄市國中生686人和高中生612人爲樣本進行調查。研究工具包含「個人基本資料調查」、「完美主義量表」、「青少年自尊量表」及「青少年憂鬱情緒自我檢視表」四個部分。調查所得結果分別採用描述統計、單因子單變項變異數分析、積差相關法、典型相關法、多元迴歸等統計方法加以分析,研究結果如下:一、青少年在完美主義之變項上以「人際期待」向度最高。二、青少年在自尊之變項上以「學業控制」向度最低。三、青少年在憂鬱傾向之變項上以「自我疏解群」最多。四、不同性別之青少年在完美主義、自尊的得分上達到顯著水準的差異。五、不同學級別之青少年在完美主義、憂鬱傾向的得分上達到顯著水準的差異。六、不同出生序之青少年在憂鬱傾向的得分上達到顯著水準的差異。七、青少年完美主義、自尊與其憂鬱傾向間均有顯著相關存在。八、青少年之完美主義、自尊對其憂鬱傾向具預測力。最後,根據以上研究結果,本研究提出對學校教育、家庭教育、青少年諮商及未來研究之建議供參考。
The purpose of this study is to investigate the relationship among Perfectionism, Self-esteem and Depressive tendency of Adolescents. Questionnaire survey were utilized as the method of this study. Subjects consisted of 686 junior high school students and 612 senior high school students in Kaohsiung City, and they were selected by stratified proportional cluster sampling. The instruments applied in this study include: Basic Information Inventory, Perfectionism Scale, Adolescent Self-esteem Inventory and Adolescent Depression Scale. Data was analyzed by applying descriptive statistic, one-way ANONA, Pearson product moment correlation, Canonical correlation, Multiple regression analysis. The conclusions of this study are as follows: (1) The score on ”interpersonal expectation” was highest in the perfectionism of adolescents. (2) The score on ”academic control” was lowest in the self-esteem of adolescents. (3) The population of ”self-relief group” was the most in the Depressive tendency of adolescents. (4)Scores of Perfectionism, Self-esteem were significantly different between gender. (5) Scores of Perfectionism and Depressive tendency were significantly different among grades. (6) Scores of Depressive tendency were significantly different among birth sequence. (7) There were significant correlations among Perfectionism, Self-esteem and Depressive tendency. (8) Perfectionism and Self-esteem of Adolescents could be used to predict their Depressive tendency effectively. Based on the results of this study, our findings can provide suggestions to school education system, family education, adolescent counseling and for future research.