臺北地區國中學生行為困擾與因應策略之研究

Abstract

國中時期的青少年正值身心快速發展，又需面對各方壓力，時常產生許多行為困擾，因此，瞭解國中學生的行為困擾與面對困擾時所採取的策略為何？無疑是當前重要的課題之一。基於此研究動機，本研究以臺北地區國中學生為對象，探討國中學生行為困擾問題及其面臨困擾時所採取之因應策略。研究目的有（1）瞭解臺北地區國中學生行為困擾與因應策略現況。（2）瞭解不同背景變項的臺北地區國中學生在行為困擾上及因應策略上的差異情形。（3）分析臺北地區國中學生行為困擾與因應策略的相關性。（4）瞭解臺北地區國中學生行為困擾程度不同與因應策略的差異情形。 本研究採用問卷調查法，研究工具為「個人基本資料」、「國中學生行為困擾量表」與「國中學生因應策略量表」，研究對象為九十五學年度就讀於臺北地區的國中學生，共計施測2,370位國中學生，其中有效問卷2,218份。資料以t考驗、單因子變異數分析與皮爾森積差相關等統計方法進行分析。所得主要結論如下。 一、臺北地區國中學生整體行為困擾程度接近中等。 二、臺北地區國中學生的行為困擾中，以學業功課困擾最為嚴重。 三、臺北地區國中學生在面臨各類行為困擾問題時，所採取之因應策略，以「自我調適」為最高，其次為「面對問題」及「拖延逃避」，而「情緒發洩」則為最低。 四、各不同背景變項之臺北地區國中學生，所面臨的行為困擾皆有顯著差異。 五、各不同背景變項之臺北地區國中學生，在面臨行為困擾時，所採取的因應策略皆有顯著差異。 六、臺北地區國中生的行為困擾與因應策略有顯著相關。其中行為困擾與正向因應策略呈負相關，而與負向因應策略呈正相關。 七、臺北地區國中生各層面的行為困擾程度與因應策略有顯著差異。面臨行為困擾時，低困擾程度者採用正向策略高於中困擾程度，中困擾程度者則高於高困擾程度者；反之，面對行為困擾時，高困擾程度者採用負向策略高於中困擾程度者，中困擾程度者則高於低困擾程度者。 根據上述研究結論，本研究針對學校、家庭、教育行政與社會等方面，提出具體建議，以作為未來之參考。Adolescents in the junior high school period not only will experience fast physical and mental development but also need to cope with various pressures. Behavioral disturbances may occur oftentimes. Therefore, understanding the behavioral disturbances and coping strategies of junior high school students is undoubtedly one of the important issues in the present time. Based on this research motivation, this study selected junior high school students in Taipei area as subjects to investigate the behavioral disturbances of junior high school students and the coping strategies adopted when in face of disturbances. The research objectives include:(1) To understand the current behavioral disturbances and coping strategies of junior high school students in Taipei area; (2) To understand the difference in behavioral disturbances and coping strategies among students with different background variables; (3) To analyze the correlations between behavioral disturbances and coping strategies; and (4) To understand the difference in the level of disturbances and coping strategies among junior high school students in Taipei area. In this study, questionnaire survey was adopted. The research tools were “basic personal data”, “scale of behavioral disturbances of junior high school students”, and “scale of coping strategies of junior high schoolstudents”. The research subjects were 2,370 students studying in junior high schools in Taipei area during the 2006 academic year. A total of 2,218 valid questionnaires were collected. The data were statistically processed with t-test, one-way ANOVA, and Pearson product-moment correlation. The main conclusions were as follows: 1. The overall level of behavioral disturbances of junior high school students in Taipei area was close to the intermediate level. 2. Among the behavioral disturbances of junior high school students in Taipei area, academic disturbance was the most serious. 3. In face of various behavioral disturbances, junior high school students in Taipei area tended to adopt “self-adaptation” more frequently, followed by “facing the problem” and “delay and evasion”. “Emotional catharsis” was least adopted. 4. Significant differences in behavioral disturbances encountered were observed among junior high school students in Taipei area with different background variables. 5. Significant differences in coping strategies adopted were observed among junior high school students in Taipei area with different background variables. 6. Behavioral disturbances and coping strategies of junior high school students in Taipei area were significantly correlated, where behavioral disturbances were negatively correlated with positive coping strategies and positively correlated with negative coping strategies. 7. Significant differences in the level of behavioral disturbances and coping strategies were observed among junior high school students in Taipei area. In face of behavioral disturbances, lowly disturbed students tended to adopt more positive strategies than intermediately disturbed ones, who also tended to adopt more positive strategies than highly disturbed ones. On the contrary, in face of behavioral disturbances, highly disturbed students tended to adopt more negative strategies than intermediately disturbed ones, who also tended to adopt more negative strategies than lowly disturbed ones. Based on the above findings, this study aimed at schools, families, educational administrators and society, make specific recommendations, as a future reference.