兒童身心健康指數建立與分析

Establishment and Analysis of Children's Physical and Mental Health Index

10.6338/JDA.202203_17(1).0004

簡位先(Wei-Hsien Chien)；施以諾(Yi-Nuo Shih)；丁台怡(Tai-I Ting)；莊千緯(Chien-Wei Chuang)；江岫熹(Simon Chiang)；陳郁婷(Yu-Ting Chen)；高翊瑋(Yi-Wei Kao)；謝邦昌(Ben-Chang Shia)

兒童身心健康指數 ； 身體健康 ； 心理健康 ； 信效度分析 ； Children's Physical and Mental Health Index ； Physical health ； Mental health ； Reliability and Validity Analysis

Journal of Data Analysis

17卷1期（2022 / 03 / 01）

59 - 89

繁體中文

隨著2020年以來COVID-19的盛行，國人身心健康受到的影響獲得廣泛的重視，兒童心理健康的重要性也不言而喻。本研究採納「兒童世界報告」心理健康量表中之六大構面評估兒童心理健康狀態，並將影響兒童心理的因素分為家庭、同儕、環境、社群等不同面向，透過問卷調查的方式，關注在疫情下，防疫生活對臺灣9-12歲孩童的同儕關係、網路社交、學校生活等面向對兒童心理發展的影響，並針對國內外文獻進行研究探討及並執行問卷調查，以及將問卷調查結果轉化為量化的衡量指標「兒童身心健康指數」，分析孩童的心理健康發展。本研究進行信度分析以及透過因素分析進行問卷效度分析來確認問卷信效度之合理性。並藉由交叉分析得知「防疫生活」、「同儕關係」、「網路社交」、「學校生活」等構面與其他變項的關聯性。結論是防疫生活構面與同儕關係構面並無顯著上的差別，防疫生活構面與學校生活構面有顯著上的差異。

With the prevalence of COVID-19 starting from 2020, the mental health of citizens has been valued, especially of those children, the importance of their mental health goes without saying. This study adopts the 6 constructs of the mental health scale charts from Children's World Report (CW report) for evaluating children's mental health state and decides it into different psychological aspects, such as family, peers, environment, society. With the method of the questionnaire survey, the study focuses on how children aged from 9 to 12 influenced by their peer relationships, internet social interaction, school life on their psychological development during the pandemic. In addition, this study reviews the references from either domestic or global sources and implements the questionnaire survey, and transforms the result into quantified indicators, the Index of children's mental health, for analyzing the psychological development of children. This study implements reliability analysis and factor analysis to verify the rationality of the survey. Through cross-analysis, it shows the relationships between ＂pandemic life＂, ＂peer relationship＂, ＂internet social interaction＂, ＂school life＂ and other constructs. In conclusion, there is no significant difference between the constructs of pandemic life and peer relationship, whereas there are significant differences between the constructs of pandemic life and school life.

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