题名

經濟弱勢青少年的教師支持、同儕支持、家庭凝聚力與心理資本之關係：台灣貧窮兒少資料庫分析

并列篇名

ECONOMICALLY DISADVANTAGED ADOLESCENTS’ TEACHER SUPPORT, PEER SUPPORT, FAMILY COHESION AND PSYCHOLOGICAL CAPITAL: ANALYZING THE TAIWAN DATABASE OF CHILDREN AND YOUTH IN POVERTY

DOI

10.6151/CERQ.2017.2504.01

作者

江守峻(Shou-Chun Chiang)；陳婉真(Wan-Chen Chen)

关键词

心理資本 ； 教師支持 ； 同儕支持 ； 家庭凝聚力 ； 經濟弱勢 ； 貧窮 ； psychological capital ； teacher support ； peer support ； family cohesion ； economically disadvantaged ； poverty

期刊名称

當代教育研究季刊

卷期/出版年月

25卷4期（2017 / 12 / 29）

页次

11 - 50

内容语文

繁體中文
中文摘要

研究目的本研究旨在探究經濟弱勢青少年的心理資本狀態，以及釐清教師支持、同儕支持與家庭凝聚力對心理資本之影響。此外，本研究亦檢視教師支持、同儕支持、家庭凝聚力對心理資本之影響力是否存在性別上的差異。研究設計／方法／取徑資料來源為家扶基金會提供之台灣貧窮兒少資料庫，研究對象為曾受家扶基金會扶助之經濟弱勢的國中青少年，人數共計1,289人。資料分析採結構方程模式（Structural Equation Model, SEM）檢驗潛在變項之間的因果關係。並且，再以多群組分析發現測量關係的性別差異。研究發現或結論在描述統計發現，經濟弱勢青少年知覺到中高程度的教師支持、同儕支持以及家庭凝聚力，並且擁有中度的心理資本。在SEM結果發現，教師支持、同儕支持與家庭凝聚力皆為正向並顯著地影響心理資本，亦即三者皆可有效提高經濟弱勢青少年的心理資本程度。進一步以多群組分析發現，對提升男性心理資本之影響力依序為教師支持、同儕支持和家庭凝聚力，對提升女性心理資本之影響力則依序為家庭凝聚力、教師支持和同儕支持。另外，家庭凝聚力對心理資本之關係呈現女性顯著地高於男性；同儕支持對心理資本之關係則為男性高於女性。最後，教師支持對心理資本之關係並無性別上的差異。研究原創性／價值擁有良好的心理資本，有助於經濟弱勢青少年維持較佳的心理健康，並增加其在未來邁向成功的可能性。雖然近年來國內已累積部分探討心理資本的相關文獻，但較少探討國中學生的心理資本，或是以經濟弱勢青少年為對象之實徵研究。因此，本研究釐清教師支持、同儕支持、家庭凝聚力確實可以提升經濟弱勢青少年所擁有的心理資本程度，並發現可著重於不同層面，以達到有效地提升經濟弱勢男性與女性青少年的心理資本之目標。
英文摘要

Purpose This study explored the psychological capital (PsyCap) status of economically disadvantaged adolescents and clarify the effects of teacher support, peer support, and family cohesion on PsyCap. Additionally, this study examined gender-based differences in the effects of teacher support, peer support, and family cohesion on PsyCap. Design/methodology/approach The data were retrieved from the Taiwan Database of Children and Youth in Poverty, provided by the Taiwan Fund for Children and Families. Participants were 1,289 junior high school students. Data were analyzed through structural equation modeling (SEM) to examine the causal relationships among the latent variables. Furthermore, the study applied multi-group analysis to reveal the gender-based differences in the estimated relationships. Findings Descriptive statistics indicated that the levels of teacher support, peer support, and family cohesion were medium high and that the level of PsyCap was medium for the economically disadvantaged adolescents. The SEM results indicated that teacher support, peer support, and family cohesion positively and significantly predicted PsyCap; that is, teacher support, peer support, and family cohesion could enhance the PsyCap level of the economically disadvantaged adolescents. Moreover, the multigroup analysis revealed that the factors influencing the PsyCap of boys are, in decreasing order of influence, teacher support, peer support, and family cohesion; for girls, they are, in decreasing order of influence, family cohesion, teacher support, and peer support. Additionally, the relationship between family cohesion and PsyCap is significantly stronger in boys than it is in girls, but the relationship between peer support and PsyCap is stronger in boys than it is in girls. Finally, no difference was observed between the genders in the relationship between teacher support and PsyCap. Originality/value Maintaining high-quality PsyCap supports economically disadvantaged adolescents' mental health and improves their opportunities for success in the future. Although several studies have investigated PsyCap in Taiwan, few have focused on junior high school students or economically disadvantaged adolescents. Therefore, this study explored the effects of teacher support, peer support, and family cohesion on PsyCap among economically disadvantaged adolescents and revealed that different perspectives can be emphasized to effectively and efficiently improve the PsyCap of economically disadvantaged girls and boys.
主题分类 社會科學 > 教育學
参考文献
  1. 余民寧、陳柏霖、湯雅芬(2012)。大學生心理資本量表編製及其相關因素之研究。教育研究與發展期刊，8(4)，19-52。
    連結：
  2. 李仁豪、余民寧(2016)。心理幸福感量表簡式中文版信效度及測量不變性：以大學生為樣本並兼論測量不變性議題。中華輔導與諮商學報，46，127-154。
    連結：
  3. 李新民、黃文三、沈碩彬(2014)。兒童文教事業高齡工作者的心理資本學習介入方案之實施成效分析。當代教育研究季刊，22(4)，105-148。
    連結：
  4. 周玉慧(2015)。青少年至成年初期親子關係的變化及其影響。中華心理學刊，57(1)，67-89。
    連結：
  5. 林漢唐、陳慧娟(2016)。家長網路管教、學校投入與青少年危險網路行為之關係：家庭凝聚力之調節效果分析。教育科學研究期刊，61(4)，205-242。
    連結：
  6. 張嘉玲、黃素滿(2013)。確認貧窮的類別：臺灣低收入家戶的特性。社會科學論叢，7(1)，1-46。
    連結：
  7. 陳柏霖、洪兆祥、余民寧(2014)。大學生心理資本與憂鬱之關係：以情緒幸福感為中介變項。教育研究與發展期刊，10(4)，23-46。
    連結：
  8. 陳淑玲、陳威達(2014)。團隊層次轉換型領導與調適性銷售行為之跨層次分析：心理資本與團隊凝聚力中介角色。人力資源管理學報，14(3)，1-24。
    連結：
  9. 陳毓文(2004)。少年憂鬱情緒的危險與保護因子之相關性研究。中華心理衛生學刊，17(4)，67-95。
    連結：
  10. 曾大千、陳炫任、葉盈君(2014)。論教育政策之弱勢類別及其法制規範內涵。彰化師大教育學報，26，73-95。
    連結：
  11. 賀欣音、郭丁熒(2012)。學生知覺學校支持與學生霸凌行為關係之研究－以臺南市國中為例。教育學誌，27，83-131。
    連結：
  12. 楊鴻文、林宗良、何秉燦、楊惠芳(2013)。國中體育班學生心理資本與運動倦怠感之研究。嘉大體育健康休閒期刊，12(2)，40-45。
    連結：
  13. 劉惠琴(2007)。家庭系統測量的評估－以晚期青少年的家庭為例。中華心理衛生期刊，20(3)，261-290。
    連結：
  14. 劉惠琴(2011)。家庭調適的質量對話。教育心理學報，42(4)，567-590。
    連結：
  15. 劉燕萍、陳毓文(2016)。經濟弱勢少年半工半讀經驗與憂鬱情緒之相關性：壓力過程觀點。臺灣社會工作學刊，17，43-94。
    連結：
  16. 賴英娟(2010)。教師支持、數學自我效能及數學興趣對職業意向之影響。中華輔導與諮商學報，28，1-27。
    連結：
  17. 蘇美如、黃英哲(2009)。國小體育教師支持和學生體育課參與動機歷程之關係－應用自我決定理論。臺灣運動心理學報，14，33-50。
    連結：
  18. 龔心怡、李靜儀(2015)。影響國中經濟弱勢學生之學業表現與中輟傾向之因素：「脈絡－自我－行動－結果」之動機發展自我系統模式為取向。教育科學研究期刊，60(4)，55-92。
    連結：
  19. 財團法人臺灣兒童暨家庭扶助基金會（2017）。臺灣貧窮兒少資料庫：2015 年弱勢兒少生活趨勢調查（公共版）（D00126）【原始數據】。取自中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。[Taiwan Fund for Children and Families. (2017). Taiwan database of children and youth in poverty: The panel study in 2015 (Public Release). (D00126)[Data file]. Available from Survey Research Data Archive, Academia Sinica.]
  20. Alexander, P. A.(Ed.),Winne, P. H.(Ed.)(2006).Handbook of educational psychology.Mahwah, NJ:Erlbaum.
  21. Anderson, J. C.,Gerbing, D. W.(1988).Structural equation modeling in practice: A review and recommended two-step approach.Psychological Bulletin,103(3),411-423.
  22. Baer, J.(2002).Is family cohesion a risk or protective factor during adolescent development?.Journal of Marriage and Family,64(3),668-675.
  23. Bagozzi, R. P.,Yi, Y.(1988).On the evaluation of structural equation models.Journal of the Academic of Marketing Science,16,76-94.
  24. Bandura, A.(1995).Self-efficacy in changing societies.New York, NY:Cambridge University Press.
  25. Barber, B. K.,Buehler, C.(1996).Family cohesion and enmeshment: Different constructs, different effects.Journal of Marriage and the Family,58(2),433-441.
  26. Berndt, T. J.(1982).The features and effects of friendship in early adolescence.Child Development,53,1447-1460.
  27. Brooks, R.,Goldstein, S.(2004).The power of resilience.New York, NY:McGraw Hill.
  28. Byrne, B. M.(1994).Structural equation modeling with EQS and EQS/Windows.Thousand Oaks, CA:Sage.
  29. Chen, C.,Greenberger, E.,Farruggia, S.,Bush, K.,Dong, Q.(2003).Beyond parents and peers: The role of important nonparental adults (VIPS) in adolescent development in China and the United States.Psychology in the Schools,40(1),35-50.
  30. Chen, S.(2015).The relationship of leader psychological capital and follower psychological capital, job engagement and job performance: A multilevel mediating perspective.International Journal of Human Resource Management,26(18),2349-2365.
  31. Cheung, F.,Tang, C. S.,Tang, S.(2011).Psychological capital as a moderator between emotional labor, burnout, and job satisfaction among school teachers in China.International Journal of Stress Management,18(4),348-371.
  32. Choi, A.,Lee, S.(2016).The effects of temperament, social support and emotion regulation on the positive psychological capital of middle school students.Korean Journal of Child Study,37(2),57-77.
  33. Clark, I.(2014).Equitable learning outcomes: Supporting economically and culturally disadvantaged students in formative learning environments.Improving Schools,17(1),116-126.
  34. Cohen, S.,Wills, T. A.(1985).Stress, social support, and the buffering hypothesis.Psychological Bulletin,98(2),310-357.
  35. Colarossi, L. G.,Eccles, J. S.(2003).Differential effects of support providers on adolescents' mental health.Social Work Research,27(1),19-30.
  36. Cole, D. A.,McPherson, A. E.(1993).Relation of family subsystems to adolescent depression: Implementing a new family assessment strategy.Journal of Family Psychology,7(1),119-133.
  37. Colvin, M.,Cullen, F. T.,Vander Ven, T.(2002).Coercion, social support, and crime: An emerging theoretical consensus.Criminology,40(1),19-42.
  38. Crosnoe, R.,Elder, G. H.(2004).Family dynamics, supportive relationships, and educational resilience during adolescence.Journal of Family Issues,25(5),571-602.
  39. Danielsen, A. G.,Samdal, O.,Hetland, J.,Wold, B.(2009).School-related social support and students' perceived life satisfaction.The Journal of Educational Research,102(4),303-320.
  40. Doll, B.,Zucker, S.,Brehm, K.(2004).Resilient classrooms: Creating healthy environments for learning.New York, NY:Guilford Press.
  41. Enders, C. K.,Bandalos, D. L.(2001).The relative performance of full information maximum likelihood estimation for missing data in structural equation models.Structural Equation Modeling,8(3),430-457.
  42. Erikson, E. H.(1980).Identity and the life cycle.New York, NY:W. W. Norton.
  43. Erikson, E. H.(1958).Young man Luther: A study in psychoanalysis and history.New York, NY:W. W. Norton.
  44. Erikson, E. H.,Erikson, J. M.,Kivnick, H. Q.(1997).Vital involvement in old age: The experience of old age in our time.New York, NY:W. W. Norton.
  45. Farmer, H.(1985).Model of career and achievement motivation for women and men.Journal of Counseling Psychology,32(3),363-390.
  46. Farrell, M. A.(2009).Insufficient discriminant validity: A comment on Bove, Pervan, Beatty, and Shiu (2009).Journal of Business Research,63(3),324-327.
  47. Fornell, C. R.,Larcker, F. F.(1981).Structural equation models with unobservable variables and measurement error.Journal of Marketing Research,18,39-51.
  48. Fosco, G. M.,Caruthers, A. S.,Dishion, T. J.(2012).A six-year predictive test of adolescent family relationship quality and effortful control pathways to emerging adult social and emotional health.Journal of Family Psychology,26(4),565-575.
  49. Furman, W.,Buhrmester, D.(1992).Age and sex differences in perceptions of networks of personal relationships.Child Development,63(1),103-115.
  50. Gavidia-payne, S.,Denny, B.,Davis, K.,Francis, A.,Jackson, M.(2015).Children's self-concept: Parental school engagement and student-teacher relationships in rural and urban Australia.Social Psychology of Education: An International Journal,18(1),121-136.
  51. Goodenow, C.(1993).The psychological sense of school membership among adolescents: Scale development and educational correlates.Psychology in the Schools,30(1),79-90.
  52. Grotberg, E.(1997).A guide to promoting resilience in children: Strengthening the human spirit.Hague, Holland:Bernard van Leer Foundation.
  53. Hair, J. F.,Black, W. C.,Babin, B. J.,Anderson, R. E.(2010).Multivariate data analysis: A global perspective.Upper Saddle River, NJ:Pearson Prentice Hall.
  54. Hair, J. F.,Black, W. C.,Babin, B. J.,Anderson, R. E.,Tatham, R. L.(2006).Multivariate data analysis.London, England:Prentice-Hall International.
  55. Helsen, M.,Vollebergh, W.,Meeus, W.(2000).Social support from parents and friends and emotional problems in adolescence.Journal of Youth and Adolescence,29(3),319-335.
  56. House, J. S.(1981).Work stress and social support.Reading, MA:Addison Wesley.
  57. Hu, L. T.,Bentler, P. M.(1999).Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives.Structural Equation Modeling: A Multidisciplinary Journal,6(1),1-55.
  58. Ingoldsby, E. M.,Shaw, D. S.,Winslow, E.,Schonberg, M.,Gilliom, M.,Criss, M. M.(2006).Neighborhood disadvantage, parent-child conflict, neighborhood peer relationships, and early antisocial behavior problem trajectories.Journal of Abnormal Child Psychology,34(3),303-319.
  59. Irvin, M. J.,Meece, J. L.,Byun, S.,Farmer, T. W.,Hutchins, B. C.(2011).Relationship of school context to rural youth's educational achievement and aspirations.Journal of Youth and Adolescence,40(9),1225-1242.
  60. Jia, Y.,Way, N.,Ling, G.,Yoshikawa, H.,Chen, X.,Hughes, D.,Lu, Z.(2009).The influence of student perceptions of school climate on socioemotional and academic adjustment: A comparison of Chinese and American adolescents.Child Development,80(5),1514-1530.
  61. Klem, M. A.,Connell, P. J.(2004).Relationships matter: Linking teacher support to student engagement and achievement.Journal of School Health,74(7),262-273.
  62. Kline, R. B.(1998).Principles and practice of structural equation modeling.New York, NY:Guilford.
  63. Kosir, K.,Tement, S.(2014).Teacher-student relationship and academic achievement: A cross-lagged longitudinal study on three different age groups.European Journal of Psychology of Education,29(3),409-428.
  64. Larson, M.,Luthans, F.(2006).Potential added value of psychological capital in predicting work attitudes.Journal of Leadership and Organizational Studies,13(1),45-62.
  65. Lee, J.(1999).The positive effects of mentoring economically disadvantaged students.Professional School Counseling,2(3),172-178.
  66. Levitt, M. J.,Levitt, J.,Bustos, G. L.,Crooks, N. A.,Santos, J. D.,Telan, P.,Milevsky, A.(2005).Patterns of social support in the middle childhood to early adolescent transition: Implication for adjustment.Social Development,14,398-420.
  67. Little, T. D.(2013).Longitudinal structural equation modeling.New York, NY:The Guilford Press.
  68. Little, T. D.,Cunningham, W. A.,Shahar, G.,Widaman, K. F.(2002).To parcel or not to parcel: Exploring the question and weighing the merits.Structural Equation Modeling,9,151-173.
  69. Lorenzo-blanco, E.,Unger, J. B.,Baezconde-garbanati, L.,Ritt-olson, A.,Soto, D.(2012).Acculturation, enculturation, and symptoms of depression in Hispanic youth: The roles of gender, Hispanic cultural values, and family functioning.Journal of Youth and Adolescence,41(10),1350-1365.
  70. Luthans, B. C.,Luthans, K. W.,Jensen, S. M.(2012).The impact of business school students' psychological capital on academic performance.Journal of Education for Business,87(5),253-259.
  71. Luthans, F.(2002).The need for and meaning of positive organizational behavior.Journal of Organizational Behavior,23,695-706.
  72. Luthans, F.,Avolio, B. J.,Walumbwa, F. O.,Weixing, L.(2005).The psychological capital of Chinese workers: Exploring the relationship with performance.Management and Organization Review,1(2),249-271.
  73. Luthans, F.,Luthans, K. W.,Luthans, B. C.(2004).Positive psychological capital: Beyond human and social capital.Business Horizons,47(1),45-50.
  74. Luthans, F.,Youssef, C. M.(2007).Emerging positive organizational behavior.Journal of Management,33,321-349.
  75. Luthans, F.,Youssef, C. M.,Avolio, B. J.(2015).Psychological capital and beyond.New York, NY:Oxford University Press.
  76. Luthans, F.,Youssef, C. M.,Avolio, B. J.(2007).Psychological capital: Developing the human competitive edge.Oxford, England:Oxford University Press.
  77. Luthans, K. W.,Jensen, S. M.(2005).The linkage between psychological capital and commitment to organizational mission: A study of nurses.Journal of Nursing Administration,35(6),304-310.
  78. Malecki, C. K.,Demaray, M. K.(2003).What type of support do you need? Investigating student adjustment as related to emotional, informational, appraisal, and instrumental support.School Psychology Quarterly,18,231-252.
  79. Mceachern, A. D.,Snyder, J.(2012).Gender differences in predicting antisocial behaviors: Developmental consequences of physical and relational aggression.Journal of Abnormal Child Psychology,40(4),501-512.
  80. Meyers, M. C.,van Woerkom, M.,de Reuver, R. M.,Bakk, Z.,Oberski, D. L.(2015).Enhancing psychological capital and personal growth initiative: Working on strengths or deficiencies.Journal of Counseling Psychology,62(1),50-62.
  81. Mistry, R. S.,White, E. S.,Benner, A. D.,Huynh, V. W.(2009).A longitudinal study of the simultaneous influence of mothers' and teachers' educational expectations on low-income youth's academic achievement.Journal of Youth and Adolescence,38(6),826-838.
  82. Moos, R. H.(1974).Family Environment Scale preliminary manual.Palo Alto, CA:Consulting Psychologists Press.
  83. Moos, R. H.,Moos, B. S.(1986).Family environment scale.Palo Alto, CA:Consulting Psychologists Press.
  84. Nurius, P. S.,Prince, D. M.,Rocha, A.(2015).Cumulative disadvantage and youth well-being: A multi-domain examination with life course implications.Child and Adolescent Social Work Journal,32(6),567-576.
  85. Odgers, C. L.(2015).Income inequality and the developing child: Is it all relative?.American Psychologist,70(8),722-731.
  86. Olson, D. H.(1985).FACES III (Family Adaptation and Cohesion Scales).St. Paul, MN:University of Minnesota.
  87. Olson, D. H.(2011).Marriage and families: Intimacy, diversity, and strengths.New York, NY:McGraw-Hill.
  88. Olson, D. H.(2000).Circumplex model of marital and family systems.Journal of Family Therapy,22(2),144-167.
  89. Olson, D. H.,Sprenkle, D. H.,Russell, C. S.(1979).Circumplex model of marital and family systems: I. cohesion and adaptability dimensions, family types, and clinical applications.Family Process,18(1),3-28.
  90. Rueger, S. Y.,Chen, P.,Jenkins, L. N.,Choe, H. J.(2014).Effects of perceived support from mothers, fathers, and teachers on depressive symptoms during the transition to middle school.Journal of Youth and Adolescence,43(4),655-670.
  91. Seligman, M. E. P.,Csikszentmihalyi, M.(2000).Positive psychology: An introduction.American Psychologist,55(1),5-14.
  92. Sheeber L. B.,Hops, H.,Alpert, A.,Davis, B.,Andrews, J. A.(1997).Family support and conflict: Prospective relations to adolescent depression.Journal of Abnormal Child Psychology,25,333-344.
  93. Snyder, J.,Prichard, J.,Schrepferman, L.,Patrick, M. R.,Stoolmiller, M.(2004).Child impulsiveness-inattention, early peer experiences, and the development of early onset conduct problems.Journal of Abnormal Child Psychology,32(6),579-594.
  94. Suldo, S. M.,Friedrich, A. A.,White, T.,Farmer, J.,Minch, D.,Michalowski, J.(2009).Teacher support and adolescents' subjective well-being: A mixedmethods investigation.School Psychology Review,38(1),67-85.
  95. Tatar, M.(1998).Teachers as significant others: Gender differences in secondary school pupils' perceptions.The British Journal of Educational Psychology,68(2),217-227.
  96. Thorne, A.,Michaelieu, Q.(1996).Situating adolescent gender and self-esteem with personal memories.Child Development,67,1374-1390.
  97. Tomlinson, C. A.,Jarvis, J. M.(2014).Case studies of success: Supporting academic success for students with high potential from ethnic minority and economically disadvantaged backgrounds.Journal for the Education of the Gifted,37(3),191-219.
  98. Vanno, V.,Kaemkate, W.,Wongwanich, S.(2014).Relationships between academic performance, perceived group psychological capital, and positive psychological capital of Thai undergraduate students.Procedia-Social and Behavioral Sciences,116(21),3226-3230.
  99. Wentzel, K. R.,Barry, C. M.,Caldwell, K. A.(2004).Friendships in middle school: Influences on motivation and school adjustment.Journal of Educational Psychology,96,195-203.
  100. Werner, E. E.,Smith, R. S.(1992).Overcoming the odds: High-risk children from birth to adulthood.Ithaca, NY:Cornell University Press.
  101. You, J. W.(2016).The relationship among college students' psychological capital, learning, empowerment, and engagement.Learning and Individual Differences,49,17-24.
  102. Youssef, C. M.,Luthans, F.(2015).Psychological capital and well-being.Stress and Health,31(3),180-188.
  103. 余民寧(2006)。潛在變項模式：SIMPLIS 的應用。臺北市=Taipei, Taiwan:高等教育=Higher Education。
  104. 余民寧(2013)。縱貫性資料分析：LGM 的應用。臺北市=Taipei, Taiwan:心理=Psychological。
  105. 余明助、陳婉青、啟強(2014)。正向心理資本、工作敬業心、服務氣候與服務導向組織公民行為之研究－以電信產業門市人員為例。服務業管理評論，11，25-42。
  106. 巫姿嫺(2011)。臺北市=Taipei, Taiwan，國立政治大學=National Chengchi University。
  107. 陳柏霖(2012)。臺北市=Taipei, Taiwan，國立政治大學=National Chengchi University。
  108. 黃芳銘(2004)。社會科學統計方法學－結構方程模式。臺北市=Taipei, Taiwan:五南=Wunan。
  109. 鄭勝耀(2011)。弱勢教育公平指標之研究。教育政策論壇，14(4)，63-88。
  110. 羅國英(1998)。青少年前期的同儕關係：與親子關係的延續、競爭、或彌補？。東吳社會工作學報，4，35-78。
被引用次数
  1. 陳杏容(2022)。兒少經歷家庭經濟困境者於成年初顯期的復原力經驗探究。東吳社會工作學報，42，93-122。
  2. 陳憶,陳柯玫(2020)。家庭關係對弱勢青少年主觀幸福感之影響。人文社會科學研究，14(1)，39-58。
  3. 陳殷哲,許秀莉,朱惠瓊(2022)。心理資本之行為與組織層面統合分析研究。管理研究學報，22，1-46。
  4. 黃開成(2019)。高職學生受凌學校因素之研究－身心障礙生與普通生做比較。犯罪學期刊，21(1)，100-138。
  5. 劉宗幸(2022)。親子心理健康的代間傳遞：初探家庭凝聚力之中介效果。國立臺灣科技大學人文社會學報，18(1)，47-72。
  6. 劉宗幸,江守峻,丁士珍(2021)。經濟弱勢青少年的家庭危險因子、家庭凝聚力、自尊與學業表現之關係。國立臺灣科技大學人文社會學報，17(4)，361-393。
  7. 潘雪幸,孫慧芳,官喬琪(2022)。家庭凝聚力之概念分析。長庚護理，33(2)，29-37。
  8. 邱硯雯(2019)。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。國立臺灣科技大學人文社會學報，15(2)，95-112。
  9. 孫英紅,佟月華,王榮(2021)。臺灣青少年社會關係認知特點：多情境、多維度探討。教育心理學報，52(3)，489-518。
  10. 蕭佳純(2023)。高中生學習困擾與基本素養關係之多群組樣本分析：以學校環境因素為中介變項。教育理論與實踐學刊，47，1-31。
  11. 鄭博文,廖錦文(2019)。經濟弱勢學生學習態度與學業表現之縱貫研究。教育實踐與研究，32(1)，71-105。
  12. 鄭瀛川,宋承岷(2021)。台灣心理資本研究之回顧與前瞻。臺灣諮商心理學報，9(1)，1-30。
  13. 周雅瑱,李宜玫(2020)。國小高年級家貧與一般學童的可能自我與成就目標之比較。高雄師大學報：教育與社會科學類，48，1-29。
  14. (2019)。表達性藝術團體對兒童人際關係及情緒管理之影響。靜宜人文社會學報，13(3)，67-104。
  15. (2021)。高職學生的健康資訊需求與資訊行為研究：以臺北市某高職為例。圖書資訊學研究，16(1)，1-36。
print cancel