台中市都會及偏遠地區國小高年級學童生活壓力及 因應策略之研究

The Study of Life Stress Status and Coping Strategy between Urban and Rural High Grade Elementary School Students in Taichung City

蔡旻珊(Min-Shan Tsai)

指導教授 ： 林以凱

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2012年)

摘要

本研究旨在探討台中市國小高年級學童生活壓力之狀況及其來源，並比較都會地區與偏遠地區學童壓力源及壓力之差異性，了解不同學童面對壓力時，所採取的因應策略。本研究主要為量化研究，其研究對象主要以台中市之都會地區、偏遠地區之國小高年級學童進行研究。本研究結果如下：
一、國小高年級學童生活壓力源之現況依序為「個體本身方面」、「學校方面」、「家庭方面」、「課輔才藝方面」，其壓力程度居於低下程度。
二、背景之「主要經濟來源者」、「參與課輔才藝總科目數」、「總時數」以及「參與原因」四變項的不同，其來自於生活壓力源中的壓力與壓力感受度也會有所不同。
三、國小高年級學童壓力因應策略之現況，主要以「尋求幫助」、「積極面對」、「轉移注意力」、「正向思考」、「消極逃避」為最常使用之壓力因應策略。反之，以「情緒發洩」、「自我承受」為最少使用之因應策略。
四、不同背景變項之「性別」的不同，其採取壓力因應策略法之「尋求幫助」也會有所不同，且「男生」採取「尋求幫助」之壓力因應策略法
的頻率較「女生」高。
五、都會地區與偏遠地區生活壓力源之現況依序皆為「個體本身方面」、「學校方面」、「家庭方面」、「課輔才藝方面」，其壓力程度均居於低下程度，且呈現無差異之狀態。
六、都會地區與偏遠地區壓力因應策略之現況，主要皆以「尋求幫助」、「積極面對」、「轉移注意力」、「正向思考」與「消極逃避」為常採用之壓力因應策略，反之，以情緒發洩、自我承受為最少採用之因應策略，且即呈現無差異之狀態。
七、生活壓力源之「家庭方面」、「學校方面」、「課輔才藝方面」以及「個體本身方面」四變項的壓力感受度越高，則其與生活壓力源「家庭方面」、「學校方面」、「課輔才藝方面」、「個體本身方面」之其他三變項的壓力感受度也越高，其呈現中、高度正相關。
八、研究結果顯示當國小高年級學童在生活壓力源之「家庭方面」、「學校方面」、「課輔才藝方面」以及「個體本身方面」四變項的壓力感受度越高者，其採取壓力因應策略法之「正向思考」、「積極面對」、「尋求幫助」、「轉移注意力」的頻率則越低，而其呈現低度、低度負相關。反之，當國小高年級學童在生活壓力源之「家庭方面」、「學校方面」、「課輔才藝方面」以及「個體本身方面」四變項的壓力感受度越高者，其採取壓力因應策略法之「情緒發洩」與「自我承受」的頻率則越高，而其呈現極低度、低度正相關。

關鍵字

生活壓力源 ； 壓力 ； 都會地區 ； 偏遠地區 ； 壓力因應策略

並列摘要

This study investigates the current pressures faced by children in the upper years of elementary schools in Taichung City and the sources of these pressures. The study also investigates the difference between the pressures faced by children in urban areas and remote areas. This study seeks to understand how different children respond to the pressures they face. The study primarily uses quantitative methods. The subjects of the study are children in the upper years of elementary schools in urban and remote districts within the boundaries of Taichung City. The results of the research are as follows:
1. The sources of pressure faced by children in the upper years of elementary school are in order: individual pressure, pressure from the school, pressure from the family, and pressure from extra-curricular classes. The overall level of pressure was low.
2. Differences in primary economic background, total number of extra-curricular classes taken, total number of hours attended, and reasons for attendance are reflected in different sources of pressure and level of pressure felt.
3. Children in the upper years of elementary school primarily respond to pressure by seeking help, proactively dealing with the problem, focusing attention on something else, positive thinking, and trying to avoid the problem. In contrast, emotional venting and self-acceptance are the least common strategies for dealing with pressure.
4. There is a difference between genders in seeking help as a strategy to deal with pressure; boys are more likely to seek help in response to pressure when compared to girls.
5. The sources of pressures faced by children in the upper years of elementary school in both urban and remote areas are in order: individual pressure, pressure from the school, pressure from the family, and pressure from extra-curricular classes. The overall level of pressure was low with no difference between urban and remote areas.
6. The most common strategies adopted for dealing with pressure in urban and remote areas were seeking help, proactively dealing with the problem, focusing attention on something else, positive thinking, and trying to avoid the problem. In contrast, emotional venting and self-acceptance are the least common strategies for dealing with pressure, with no difference between urban and remote areas.
7. The higher level of pressure felt on four variables from the family, school, extra-curricular activities, or the individual, the higher the level of pressure felt on the other three variables from the family, school, extra-curricular activities, or the individual. There is a mid to high-level correlation.
8. The results of the research show that the higher the pressure from family, school, extra-curricular classes, and the individual felt by children in the upper level of elementary school, the lower the frequency with which they adopt positive thinking, proactively dealing with the problem, seeking help, or focusing attention on something else as strategies to deal with pressure. In this case, the level of negative correlation is low. However, the higher the pressure from family, school, extra-curricular classes, and the individual felt by children in the upper levels of elementary school, the higher the frequency with which they adopt emotional venting and self-acceptance as strategies to deal with pressure. In this case, the level of positive correlation is also low.

並列關鍵字

Rural ； Urban ； Stress Coping Strategies ； Stress ； Life Stress

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