臺灣原住民青少年用藥行為之結構模式：族群認同、人格特質、社會學習、用藥信念等影響因素

A Structural Model of Drug Use Behaviors among Aboriginal Adolescents in Taiwan: Factors of Ethnic Identity, Personality, Social Learning, and Beliefs about Drug Use

10.6251/BEP.20070710

陳漢瑛(Han-Ying Chen)

心理社會因素 ； 用藥行為 ； 用藥信念 ； 原住民青少年 ； 族群認同 ； aboriginal adolescents ； beliefs about drug use ； drug use behaviors ； ethnic identity ； psychosocial factors

教育心理學報

39卷3期（2008 / 03 / 01）

335 - 354

繁體中文

國內青少年用藥日趨嚴重，已成社會問題。受到主流文化侵襲，原住民青少年面臨認同困擾，有可能適應不良並進而產生用藥行為。本研究目的旨在考驗研究者所提出之「臺灣原住民青少年用藥行為結構模式」。研究對象為花東地區1091名原住民國中生，以用藥行為作依變項，以族群認同、人格特質（自尊、內控）、社會學習（同儕、家庭）、用藥信念等為預測變項。研究資料以結構方程模式進行考驗，研究結果支持此模式及其徑路：原住民青少年的「族群認同」並非直接影響「用藥行為」，而是透過「人格特質」的中介變項而間接影響「用藥行為」；「社會學習」除了是直接影響「用藥行為」之最強變項外，亦經由「用藥信念」的中介變項間接影響「用藥行為」。依據研究結果，本研究提出原住民青少年用藥預防策略之建議，供政府相關單位、家長、教師及輔導老師參考。

Drug use among adolescents is becoming a serious social problem in Taiwan. Along with influences from the mainstream culture, aboriginal adolescents also confront ethnic identity conflicts and social maladjustment, which together may lead to drug use. The purpose of this study is to propose and test a structural model of drug use behaviors among aboriginal adolescents in Taiwan. Research participants were 1091 aboriginal junior high school students in Eastern Taiwan. Structural equation modeling was used in the analysis. The dependent variables are drug use behaviors. Ethnic identity, personality characteristics (self-esteem, locus of control), social learning (peer, family), and beliefs about drug use were used to predict drug use behaviors. The hypotheses and proposed paths of the model are supported. Ethnic identity did not have significant direct effect on drug use behaviors, but have a significant indirect effect through the mediator of personality characteristics. Social learning has the strongest direct effect as well as a significant indirect effect through the mediator of beliefs about drug use on drug use behaviors. Based on the findings, the prevention strategies for drug use among aboriginal adolescents are suggested for relevant service agencies, parents, teachers and counselors.

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