經濟弱勢國小學童主觀幸福感現況之探究

The Study of Subjective Well-being of Economic Disadvantaged Elementary Students in Taiwan.

商雅雯(Shang Ya-Wen)

指導教授 ： 胡益進

國立臺灣師範大學/教育學院/健康促進與衛生教育學系/碩士(2016年)

https://doi.org/10.6345/NTNU202203820

摘要

本研究旨在瞭解我國經濟弱勢國小學童主觀幸福感現況及其影響因素。依據聯合國兒童基金會2013年發表「富裕國家兒童主觀幸福感」報告中的指標，分析「臺灣貧窮兒少資料庫：2013年弱勢兒少生活趨勢調查」中675位經濟弱勢國小一至六年級學童樣本，其中一至三年級採訪談式問卷、四至六年級採自填式問卷進行調查，以降低低年級學童認知能力不足影響問卷效度的可能。
分析結果如下：一、結果顯示57.2%的經濟弱勢學童是由單親媽媽撫養照護、父母親高教育程度的比例相對較低。二、主觀幸福感不絕對受經濟弱勢因素影響。三、主觀幸福感在性別與年級上存在顯著差異，男女學童主觀幸福感在與同儕間溝通互動情形存在落差、且隨年級升高而降低。四、不同年級之生活滿意與教育主觀幸福感層面上均達顯著差異。五、獨生弱勢學童主觀幸福感與非獨生學童，在生活滿意面向達顯著差異。六、健康主觀感受對國小學童主觀幸福感的影響並不明顯。七、弱勢學童之主觀幸福感與生活滿意、關係、教育主觀感受及健康主觀感受間皆存在顯著相關。
經濟弱勢學童之所需不僅是物質資源上的支援，包含心理、教育等面向，有賴於整體社區協助與介入，以及政策的支持。本研究所採用之資料庫及測量指標因施測對象差異，結果無法進一步比較與推論，依據結果呈現現況並提供實務工作者及相關單位改善建議，以期能給予未來臺灣的主人翁一個幸福的童年，奠定美好生活的基礎。

關鍵字

經濟弱勢 ； 國小學童 ； 主觀幸福感

並列摘要

The purpose of this study is to come to a better understanding of the situation and factors surrounding the topic of subjective well-being in Taiwan’s economically disadvantaged elementary students. Inspiration for this study comes from UNICEF’s 2013 report “Children’s Subjective Well-being in Rich Countries.” Metrics found within that report were then used to analyze 675 cases of economically disadvantaged students—ranging from elementary grades 1 through 6— drawn from the “Taiwan Database of Children and Youth in Poverty: The Panel Study in 2013.” For students grades 1-3, an interview questionnaire format was used, while students in grades 4-6 were given a self-administered questionnaire. These methods were chosen so as to lower the possibility of misunderstanding or incomprehension on the part of the students which might affect or distort overall results.
The results of this study demonstrate that 1) 57.2% of economically disadvantaged children are raised by a single mother and the proportion of parents coming from higher educational backgrounds is lower than average. 2) Economic hardship may or may not play a role in subjective well-being. 3) There existed significant discrepancy in the children’s subjective well-being along lines of gender, as well as in relation to the status or nature of their relationship and interaction with classmates. 4)Subjective well-being showed a decline with each successive higher grade, with obvious discrepancies in the areas of life satisfaction and subjective education. Discrepancies existed in how different grades interacted with peers and teachers, with economically disadvantaged grade 1 elementary school students showing significantly lower interaction and communication with their peers compared to other grades; 5) In the area of life satisfaction, discrepancies were found between economically disadvantaged students with or without siblings; 6) The student’s subjective health did not appear to have much influence on their subjective sense of well-being; 7) Significant correlations were found between the economically disadvantaged students’ sense of well-being, life satisfaction, relationships, subjective education, and subjective health.
Economically disadvantaged students were found to need support not only in the form of material aid, but also in the areas of counseling and education, therefore, whole community participation and the support of relevant governmental policy is optimal when addressing such issues. Since this study’s database and ruling metrics were carried out using subjects that were different in age from the original study, results can not be compared or built upon. However, this study’s suggestions may offer teaching professionals and related governmental or non-profit agencies ideas on how to better combat the effects of poverty and thus help to build a happy childhood for every economically disadvantaged child in Taiwan.

並列關鍵字

economic disadvantaged ； elementary students ； subjective well-being

參考文獻

中文文獻

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