本研究目的在了解高中女生生活壓力、社會支持、行為模式 與幸福感間的關係。研究採結構式問卷進行調查,以九十二學年 度第一學期就讀於台北市立某女子高級中學一至三年級的全體女 生共2744人為研究對象,採分層集束抽樣,利用自填式問卷方法 進行資料收集,取得786份有效問卷以描述統計分析、t考驗、單 因子變異數分析、Scheffe法事後比較、卡方、皮爾遜積差相關及 多元迴歸分析進行分析,研究結果如下: 一、研究對象生活壓力,介於「有時如此」、「很少如此」之間,其最感壓力的事件依序為「升學壓力」、「學習因素」、「自我覺知」、「家庭溝通」與「人際關係」。 二、研究對象社會支持,呈正向,介於「經常如此」、「有時如此」之間,所獲得的各項支持依序為「工具性支持」、「評價性支持」、「情緒性支持」及「訊息性支持」。 三、研究對象幸福感呈正向。 四、研究對象的行為模式在壓力的感受上自高至低依序為A型、 X型與B型。 五、研究對象所獲得的社會支持不因行為模式的不同而有差異。 六、研究對象的生活壓力因年級、宗教信仰、家中排行、參加社 團、第一次段考成績、目前居住狀況、社經地位、就業狀況 的不同而有顯著差異。 七、研究對象的社會支持因年級、家中排行、第一次段考成績、 目前居住狀況、社經地位及父母婚姻狀況的不同而有顯著 差異。 八、研究對象的社會人口學變項與行為模式間未達統計上差異。 九、研究對象的生活壓力與幸福感、社會支持呈顯著負相關,幸福感與社會支持呈顯著正相關。 十、研究對象的幸福感不因行為模式不同而有顯著差異。 十一、總生活壓力、總社會支持與行為模式能共同解釋研究對 象幸福感39.7﹪的變異量。 根據以上結果,在家庭教育、學校教育方面,提出數項建 議,及在未來研究上,則可擴大研究對象,進行教育介入,以便 對此議題進行更深入探討之參考依據。 關鍵字:生活壓力、社會支持、行為模式、幸福感。
The purposes of this study are to explore the correlation among the senior high school students' life stresses, social supports, behavior patterns and well-being. Data are collected by structural questionnaires. The population includes 2744 students from the 1st grade to 3rd grade, enrolled in a Taipei Girls' Senior High School in 2004. 786 of valid samples are collected and using stratified cluster sampling method. Descriptive by statistics, t-test, one-way ANOVA, Scheffe method , chi-square test, Pearson correlation and multiple regression analysis are used to analyze those data. The result indicates as follow: (1) Subjects have in life stresses are between“sometimes” and “a little”. The highest amount of stress is attributed to stress item that can be categorized under the headings of entrance examination stress , academic environment ,self-awareness ,family communication and interpersonal relationship in turn. (2) Subjects are positive and between “usually” and “sometimes” in social support. Items are instrumental support , appraisal support ,emotional support and informational support in turn. (3) Subjects have positive feeling of well-being. (4) The behavior patterns of subjects are type A ,type X and type B and from high to low in life stresses . (5) Subjects gains social support which was no significant difference among behavior patterns. (6) The life stresses of subjects are significant difference among grade ,religious belief, the ranking of siblings at home, participation in associations , performance in the examination ,living situation,social-economic status and parents employment state. (7)The social support of subjects are significant difference among grade、the ranking of siblings at home、performance in the Examination、living situation、social-economic status and parents marital status. (8)The behavior patterns of subjects was no significant difference in the demography data. (9)The life stress of subjects was negative correlation between social support and well-being;and was positive correlation between well-being and social support. (10)The behavior patterns of subjects was no significant difference in well-being. (11)Life stresses、social supports and behavior patterns can explain 39.7% of the total variances in well-being Based on the research results, I give some suggestions about family education and school education , to enlarge population of samples and educational intervention in future study. Keywords:Life Stress、Social Support、Behavior Patterns、 Well-being