依附、憂鬱和積極因應對青少年學校生活困擾之影響性研究

王櫻芬

doi:10.6251/BEP.202009_52(1).0008

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2024/01/01~2024/12/31

感谢试用，科学期刊库｜科学论文库，期间：2024/10/20~2025/01/20

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P191 - 217

社会科学 > 心理学
社会科学 > 教育学

DOI： 10.6251/BEP

书目管理工具

相关连结

问题回报

全文下载

依附、忧郁和积极因应对青少年学校生活困扰之影响性研究

Impacts of Attachment, Depression, and Active Coping on Adolescent School Life Disturbance

王樱芬(Ying-Fen Wang)

教育心理学报； 52 卷 1 期 (2020 / 09 / 01) ， P191 - 217

繁体中文 DOI： 10.6251/BEP.202009_52(1).0008

父母依附；同侪关系；因应策略；忧郁；学校适应； parental attachment ； peer relationship ； coping ； depression ； school adjustment

0 个人觉得这篇文章赞

摘要 │ 参考文献 (85) │ 被引用文献 (7) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

The transition from the 9th grade to the 10th grade0 in Taiwan could be one of the most stressful times for many Taiwanese adolescents. This involves leaving the junior high school that they were familiar with and entering a new school environment (i.e., a senior high school, a vocational school, or a junior college). Adolescents face various academic and social challenges in the new environment (e.g., learning new curriculums, getting to know new teachers, and establishing new friendship network). Findings of previous studies have revealed that school-related concerns have troubled many Taiwanese adolescents (Chen, 2006; Liu, 2004; Ou, 2012; Tung, 2018; Wang, 2007). The ability to adjust in the new school environment increases the chance of successfully entering the emerging adulthood. Furthermore, school maladjustment increases the risk of dropout, mental health problems, and/or misbehaviors (King, 2003; Henry et al., 2009; Maynard et al., 2015). Studies have revealed that parental and peer attachment (Al-Yagon et al., 2016; Laible et al., 2000; Lim & Lee, 2017), active coping (Lu, 2014; Merlo & Lakey, 2007), and the level of mental health in the past (Bond et al., 2007; Duchesne & Ratelle, 2014) significantly contribute to adolescent school adjustment. However, most previous studies have adopted a cross-sectional design and have overlooked variables when considering the effect of time on adjustment. This study adopted a longitudinal panel design approach. The author intended to examine the predicting effects of parental attachment and depression at 9^(th) grade as well as the effects of peer attachment and active coping strategies at 10^(th) grade on adolescents' school adjustment. Specifically, this study aimed to (1) examine the relationship between parental attachment and peer attachment and (2) explore predicting factors for adolescent school adjustment during their transition from a junior high school to a senior high school, a vocational school, or a junior college. Of the sample of 229 adolescents, 161 (70.3%) were girls and 68 (29.7%) were boys. Except 11 participants who did not report their age, the mean age of the rest of the participants was 16.38 years (range = 15.75-17.75 years, SD = 0.33). Furthermore, 104 (45.4%) participants attended a senior high school, 82 (35.8%) were from a vocational school, and 42 (18.3%) were from a junior college, a comprehensive high school, or other types of schools. The Relationship Structure Questionnaire-Chinese (RSQ-C; Wang & Neville, 2006), Coping Strategies Scale-Chinese (CSS-C; Ji, 2002), Adolescents' Behavioral Disturbance Scale-Chinese (ABDS-C; Lin, 2002), Adolescent Depression Scale (ADS; John Tung Foundation, n.d.), and a demographic questionnaire were administered. The Cronbach's alpha coefficients of these scales were above .73. Participants completed the surveys twice. Participants' levels of attachment anxiety and attachment avoidance toward their mother and toward their father as well as levels of depression were assessed when they were in the 9th grade. Thereafter, participants' levels of attachment anxiety and attachment avoidance toward their best friend and levels of using active coping strategies were assessed one year later when they entered the 10th grade. These eight variables served as predictors, and participants' levels of school life disturbance in the 10th grade served as the criterion variable. Furthermore, the Pearson product-moment correlation and the stepwise multiple regression analysis were performed to test the research hypotheses. The study findings indicated that adolescents' levels of attachment anxiety toward mother and father (Time 1) significantly related to attachment anxiety toward the best friends (Time 2) (r = .39, .32, p ＜ .01) and attachment avoidance toward the best friends (Time 2) (r = .15, .14, p ＜ .05). Moreover, higher levels of attachment avoidance and attachment anxiety toward parents were associated with higher levels of depression (Time 1) (r = .33, .17, .35, .20, p ＜ .01). In addition, depression (Time 1), attachment anxiety toward the best friend (Time 2), and use of active coping strategies (Time 2) significantly predicted adolescents' school life disturbance (Time 2) (β = .21, .22, -.34, p ＜ .001) (F = 29.86, p ＜ .001). The cumulative explained variance of these three variables on adolescents' school life disturbance was 29%. Surprisingly, two dimensions of attachment toward mother and father (Time 1) were not significant predictors of school life disturbance (Time 2). Furthermore, attachment avoidance toward both parents (Time 1) was not related to two dimensions of attachment toward the best friends (Time 2). Consistent with the literature, this study supports that prior mental health status significantly predicts adolescent school adjustment. It is hypothesized that adolescents with high levels of depressive mood in 9th grade may show deficits in executive function and attention. They may also become socially withdrawing. These cognitive and interpersonal difficulties hinder their abilities of handling academic challenges and seeking social support in the new school environment, thereby leading to school life disturbance. Additionally, the findings support the differential effects of two dimensions of peer attachment on adolescent school adjustment. Although attachment anxiety toward the best friend significantly predicts school life disturbance, attachment avoidance toward the best friend does not. Earlier studies have mostly examined the effects of peer attachment on adolescents' negative emotion. Studies exploring the influences of peer attachment on adolescents' school adjustment have been inadequate. Accordingly, this study added evidence to the current literature concerning impacts of peer attachment on adolescent school adjustment. This study did not find attachment avoidance toward the best friend to significantly predict school adjustment. This may be because Taiwanese adolescents' interpersonal interactions with others are guided by cultural rules and based on types of interpersonal relationship. Therefore, although adolescents may request assistance from friends, when encountering real difficulties, they still seek help from parents and siblings instead of friends as kinship is stronger than friendship. The author assumed that restraining from requesting support from friends reduces the influence of attachment avoidance toward the best friend on adolescents' school life disturbance. Finally, the most significant predictor is active coping strategy. This result echoes the findings of previous studies regarding the influence of coping on individual adjustment. When adolescents actively adopt a problem-focused coping strategy to address issues arising during the process of adjusting to the new school environment, their levels of school life disturbance are expected to be low. Unexpectedly, two dimensions of parental attachment in the 9th grade did not significantly predict adolescents' school maladjustment in the 10th grade. As adolescents get older, peer attachment plays a more important role in individuals' adjustment than parental attachment. Furthermore, peer attachment exerts higher levels of influences than parental attachment. The reason may be that parental attachment was measured in the 9th grade and was significantly related to depressive mood, attachment anxiety toward the best friends, and active coping. These three variables significantly predicted adolescent school life disturbance. In stepwise multiple regression, the variable was excluded from the final prediction model for not adding more explained variance to the criterion variable. Further studies are required to provide evidences on these postulations. The study findings highlight the influence of prior depressive mood, attachment anxiety toward the best friend, and active coping on adolescent school adjustment. Based on these findings, the researcher recommends intervention programs for teaching active coping strategy and for facilitating peer relationships for 10th graders. In addition, an emotion management program is essential to prevent depression among 9th graders. These measures may alleviate adolescents' distress caused by the transition to a new school environment.

参考文献 ( 85 ) 〈TOP〉

Yang, F.-Y.,Lai, C.-Y.,Yen, C.-F.,Hsu, Y.-Y.,Zauszniewski, J.(2017).The depressive symptoms, resourcefulness, and self-harm behaviors of adolescents.The Journal of Nursing Research,25(1),41-50.
连结：
王玉珍, Y.-J.(2007)。国中直升高中学生的生活适应探究：阻碍与因应。教育心理学报，39，195-216。
连结：
王樱芬, Y.-F.(2012)。情绪调节在青少年人际依附与心理困扰之中介角色分析研究。教育心理学报，44，273-294。
连结：
利翠珊, T.-S.,陈富美, F.-M.(2004)。配偶亲职角色的支持与分工对夫妻恩情的影响。本土心理学研究，21，49-83。
连结：
李美枝, M.-C.(2001)。手足与朋友关系的内涵与功能：从猩种与人种的表现看演化的蓝图与文化的加工。本土心理学研究，16，134-182。
连结：

被引用文献 ( 7 ) 〈TOP〉

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址