國民小學高年級學童正向情緒與生活壓力關係之研究：以挫折容忍力為調節變項

本研究旨在分析國民小學（以下簡稱國小）高年級學童正向情緒、挫折容忍力與生活壓力三者之關聯度。依據文獻分析的結果，提出「正向情緒與生活壓力有顯著負相關」，以及「挫折容忍力對『正向情緒與生活壓力的關係』具有調節效果」兩個假設。為驗證假設，採分層叢集抽樣，抽取國小學童631人作為樣本，就年級來分，五年級為308人，六年級為323人，施以自編問卷，包括國小高年級正向情緒、挫折容忍力與生活壓力三份問卷。此三問卷都先經過專家審閱後，再進行預試，預試經過項目分析、因素分析與信度分析。三份問卷的累積解釋變異量分別60.57％、61.01％與56.09％；總信度分別為.87、.95與.88。不論信效度都符合標準值，顯示三份問卷的信效度佳。問卷回收後的資料，採結構方程模式分析之，結果發現兩個假設都獲得支持。依據此一發現，本研究建議應提升學童的正向情緒與挫折容忍力，以降低生活壓力。此外，建議未來的研究在問卷的每一因素上盡量將題數控制在5～7題之間，最好相同題數。

關鍵字

正向情緒；生活壓力；挫折容忍力

並列摘要

This study aims to explore the relationship among positive emotion, frustration tolerance and life stress of primary school students. According to the literature analysis, authors come up with two hypotheses: H1: The positive emotion is significantly negative related with the life stress. H2: The frustration tolerance has a moderated effect on the relationship between positive emotion and life stress. In order to verify the hypotheses, 631 elementary students (fifth grade = 308, sixth grade = 323) were samples for the self-designed questionnaires of positive emotion, life stress, and frustration tolerance. The pretest under item, factor and reliability analysis got quality reliability and validity. The data collected was under the analysis of SEM. Results show that H1 and H2 were supported. In accordance with the findings, the study suggests that the students' positive emotion and frustration tolerance should be enhanced for decreasing their life stress. In addition, the factors within questionnaire should be arranged between 5-7 items, and the same number of questions would be highly preferred. Related suggestions would be provided for primary schools, teachers and parents.