國小學童學習壓力及用眼行為與近視相關之研究

Evaluation of the Correlation Among the Learning Stress, Habitual Use of Eyes and Myopia of the Elementary School Students.

劉婉柔(Wan-jou Liu)

指導教授 ： 陳政友

國立臺灣師範大學/教育學院/衛生教育學系/碩士(2003年)

摘要

摘 要
本研究以橫斷性調查研究法，來分析學童各層面學習壓力、用眼行為與其近視程度間是否有相關存在，以期使衛生教育工作者和關心學童視力保健的人員，對學童近視相關因素獲得進一步的了解，進而有助於學童視力保健工作的推行。研究對象是以立意取樣方式，選擇九十二學年度上學期，就讀於桃園縣與台北市各一所國民小學之四、五、六年級的學童為研究對象，共445人。所得問卷資料是以百分率、平均數、標準差、單因子變異數分析、相關比（η2）測量法、邏輯迴歸分析、多元迴歸分析及多變項複迴歸分析加以統計分析。重要結果歸納如下：
一、研究對象中男生所感受到的「強迫學習」壓力比女生高；剛接受九年一貫課程的四年級學童所感受到之「課業」、「他人取笑」、「同儕冷落」、「考試」四個壓力與「學習總壓力」較五年級（已接受兩學期九年一貫課程）與六年級（未接受九年一貫課程）者高；低家庭社經地位的學童較高家庭社經地位的學童，有較高的「課業」與「考試」壓力；學業成績得分愈高的學童，所感受到的「課業」、「他人取笑」、「成績差距」、「考試」四個壓力與「學習總壓力」愈小。
二、研究對象對於「課業」、「成績差距」、「同儕冷落」、「考試」、「強迫學習」五個壓力與「學習總壓力」感受愈低時，其近距離用眼時間會愈短。但是，感受到「課業」、「考試」、「強迫學習」三個壓力與「學習總壓力」愈低時，則愈會採取規律性用眼行為。
三、研究對象在各層面學習壓力中，只有「強迫學習」與其近視程度有關，若學童感受「強迫學習」愈高，其眼屈光度就會愈趨向「近視」。然而用眼行為與近視程度相關方面，卻呈現愈不採「規律用眼行為」或「近距離用眼時間」愈長者其視力反而愈好的現象；此結果與許多研究發現有所差異的原因，可能與本研究屬於橫斷性調查研究有關，因為研究對象中正視與近視的學生都有，而家長或老師對近視的子女或學童較注意其用眼行為，所以經常提醒他們近距離用眼時間不能太長，或近距離用眼30∼40分鐘後，要其望遠休息5-10分鐘，反而使得近視學童的用眼行為較非近視學童表現得要好。
依據研究結果，本研究乃針對教育單位、行政單位提出若干建議，以作為未來學童視力保健相關研究之參考。

關鍵字

學童 ； 近視 ； 學習壓力 ； 用眼行為

並列摘要

The main purpose of this study was to estimate the relationship among the learning stress, habitual use of eyes and myopia of the elementary school students using the cross-sectional survey. The results of this study can help us much understand the causes of myopia and be used to support government's policies for students’ vision health care. According to the principles of theoretical sampling, we decided to enroll the first academic term of the fourth, fifth and sixth grades students as the population in this research who were from the two elementary schools of Taoyuan county and Taipei city at the ninety-two academic year. There were 445 samples in this study. The data have been proceeded for statistical analysis under the software SPSS for windows 11.0 and analyzed by percentage, average, standard deviation, one-way ANOVA, eta square, logistic regression, multiple regression, and multivariate linear regression analysis.
The major findings of this study were as follows:
1. The correlation between the individual demographic variables and the learning stress: (1) Boys felt the compulsive learning stress much higher than girls. (2) The fourth grades students who just studied in the Nine-year Integrated Curriculum felt some kinds of the learning stresses much higher than fifth and sixth grades, for instance, schoolwork, be teased and cold-shouldered by some other classmates, examinations, and all of the learning stresses. (The fifth grades students had studied in the Nine-year Integrated Curriculum for two terms. The sixth grades students never studied in the Nine-year Integrated Curriculum.)(3) The students who were high SES felt the stress of schoolwork and examinations much higher than others who were low SES. (4) The better study scores, the lower learning stresses will feel, for examples, schoolwork, be teased by some other classmates, the difference between efforts and scores, examinations, and all of the learning stresses.
2. The correlation between the learning stress and habitual use of eyes: The lower learning stresses, the shorter time of near work will have. These were schoolwork, the difference between efforts and scores, be cold-shouldered by some other classmates, examinations, the compulsive learning stress, and all of the learning stresses. If students felt schoolwork, examinations, the compulsive learning stress, and all of the learning stresses much lower, they will take regular habitual use of eyes.
3. The relationship among the learning stress, habitual use of eyes and myopia: If students felt the compulsive learning stress much higher, their eyes will become myopia. However, if students lessened to take regular habitual use of eyes or spent longer time to near work, their eyes won’t become myopia. Why is this result different from other researches? In this cross-sectional survey, emmetropia and myopia students were included; nevertheless, myopia children’ parents and teachers maybe warned them all the time to spend shorter time to near work or looked far away for a while after near working for 30~40 minutes. For this reason, the habitual use of eyes of myopia students was better than others.
Based on above findings, this study provided some suggestions for educational and governmental institutes and would be a reference to some researches of students’ vision health care in the future.

並列關鍵字

students ； myopia ； Learning Stress ； Habitual Use of Eyes

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