經濟弱勢青少年的教師支持與憂鬱情緒之關係：以自我概念為中介變項

SELF-CONCEPT AS A MEDIATOR BETWEEN TEACHER SUPPORT AND DEPRESSIVE MOOD IN TAIWANESE ECONOMICALLY DISADVANTAGE ADOLESCENTS

邱硯雯(Yan-Wan Chiu)

《國立臺灣科技大學人文社會學報》 15卷2期 (2019/06) Pp. 95-112

摘要

關注青少年的相關研究眾多，但針對經濟弱勢青少年的研究文獻卻為數甚少。本研究探討經濟弱勢青少年的教師支持對憂鬱情緒之影響程度，以及檢視青少年的自我概念是否在教師支持與憂鬱情緒之間扮演中介變項的角色。研究樣本來自「臺灣貧窮兒少資料庫：弱勢兒少生活趨勢調查」，資料分析方法為描述統計、驗證性因素分析與結構方程模型。結果顯示，教師支持與自我概念皆可顯著地負向預測憂鬱情緒，教師支持可顯著地正向預測自我概念，中介效果分析顯示，自我概念在教師支持與憂鬱情緒之間係一完全中介角色，教師支持需透過自我概念進而影響憂鬱情緒。根據結果，本研究具體說明教師支持與自我概念對經濟弱勢青少年憂鬱情緒之意義，並提出教育實務與研究建議。

關鍵字

自我概念 ； 青少年 ； 教師支持 ； 經濟弱勢 ； 憂鬱情緒

並列摘要

Numerous studies have focused on adolescents; however, relatively few have examined economically disadvantaged adolescents. This study explored the influence of teacher support on depressive moods among economically disadvantage adolescents as well as the mediating role of self-concept on said influence. Data waswere obtained from the Taiwan Database of Children and Youth in Poverty, which was established by the Taiwan Fund for Children and Families. Data analysis included descriptive statistics as well as exploratory factor and structural equation analyses. The results indicated that teacher support and self-concept could significantly negatively influence depressive moods. Furthermore, teacher support could have significantly positively influence on the self-concepts of adolescents. In addition, analysis revealed that self-concepts could play a full mediating role between teacher support and depressive mood. According to these results, this study elaborates the meanings of the effects of teacher support and self-concept on depressive mood for economically disadvantaged adolescents and provides several suggestions for education and research.

並列關鍵字

self-concept ； adolescent ； teacher support ； economically disadvantage adolescents ； depressive mood

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