高中職學生的父母親情感支持、情緒智力與主觀幸福感之關係：中介效果的分析

陳紅蓮; 吳和堂

doi:10.6251/BEP.202203_53(3).0003

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

P565 - 585

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

高中职学生的父母亲情感支持、情绪智力与主观幸福感之关系：中介效果的分析

Relationships among Parental Emotional Support, Emotional Intelligence, and Subjective Well-Being of High School Students: A Mediating Effect Analysis

陈红莲(Hong-Lien Chen) ；吴和堂(Ho-Tang Wu)

教育心理学报； 53 卷 3 期 (2022 / 03 / 01) ， P565 - 585

繁体中文 DOI： 10.6251/BEP.202203_53(3).0003

父母亲情感支持；主观幸福感；情绪智力； parental emotional support ； subjective well-being ； emotional intelligence

0 个人觉得这篇文章赞

摘要 │ 参考文献 (68) │ 被引用文献 (4) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

Parental emotional support, emotional intelligence, and subjective well-being are critical factors that affect the physical and mental development of high school students. Parenting style can determine adaptability, and affectionate parenting is conducive to emotional development. Children are more likely to develop high levels of emotional intelligence if their family members can satisfy their psychological needs and provide sufficient emotional support. Emotional intelligence is not innate; rather, it is an intrapersonal skill that can be cultivated. Furthermore, the literature has revealed that parental emotional support influences the emotional intelligence of children, which affects their subjective well-being. Thus, emotional intelligence can mediate the relationship between parental emotional support and subjective well-being. The researchers searched for the keywords ＂parental emotional support,＂ ＂emotional intelligence,＂ and ＂subjective well-being＂ in Chinese-language literature databases, such as Airiti Library and Chinese language version of Google Scholar. The results indicated that no studies had analyzed the aforementioned mediating effect of emotional intelligence. The following hypothesis was proposed: The emotional intelligence of high school students would mediate the relationship between parental emotional support and subjective well-being. The purpose of this study was to verify the mediating effect of emotional intelligence and to address research gaps. To verify the aforementioned hypothesis, we developed three scales to conduct a questionnaire survey. We revised the Emotional Support Subscale (seven items) from the short-form Egna Minnen av Barndoms Uppfostran Scale developed by Arrindell et al. (1999), and the revised form was used to measure parental emotional support. The original scale was proposed in 1999, and its participants were secondary school students and adults in Sweden; this relatively old scale targeting individuals from a different culture may be unsuitable for Taiwanese students. Therefore, a pretest was performed. An Emotional Intelligence Inventory was designed according to the Emotional Intelligence Scale proposed by Chiang (2001). The original scale was proposed over a decade ago and consists of 60 items; thus, we developed a condensed version to prevent participants from becoming bored and tired, which could have affected the accuracy of survey results. The shortened version was subjected to a pretest. A Subjective Well-being Inventory was developed based on two scales. The first was the Emotional Well-beings＂ Subscale of the Teacher's Subjective Well-being Scale proposed by Yu et al. (2011). This scale has two dimensions: the commonly accepted notion of happiness and perceived life satisfaction. The other scale used to develop the Subjective Wellbeing Inventory was the Chinese Happiness Inventory developed by Lu (1998). This scale targeted adults aged 18-65 years in Kaohsiung City, Taiwan. The scale of Yu et al. was designed for teachers, whereas that of Lu was designed for the general public. Therefore, we selected items with high universal representativeness and that were suitable for high school students. The three inventories were rated on a 5-point Likert-type scale with scores of 1 (strongly disagree), 2 (partly agree), 3 (agree), 4 (mostly agree), and 5 (strongly agree). The confirmatory factor analysis (CFA) results indicated that the Inventories of Parental Emotional Support, Emotional Intelligence, and Subjective Well-being exhibited desirable composite reliability, average variance extracted, and discriminant validity. These inventories were employed to conduct a survey involving 918 Taiwanese vocational high school and senior high school students. The participants were mainly female (52.50%; 482 individuals), and first-, second-, and third-grade students accounted for 41.29% (397), 29.41% (270), and 27.34% (251) of the total sample, respectively. Survey responses were collected and analyzed using structural equation modeling (SEM), and a model was constructed in which emotional intelligence mediates the relationship between a father and mother's emotional support and a student's subjective well-being. At first, Amos (covariance-based SEM software) , manufactured by International Business Machines Corporation, New York, USA, was adopted for SEM, but the model fit indices indicated a poor fit. Moreover, the multivariate normality test result was significant, which suggested that the collected data had a non-normal distribution. Therefore, the researchers used Smart PLS 3.0, a variance-based SEM software program that is not limited by normal distribution. In addition, common method variance (CMV), a common problem in questionnaire surveys, had to be controlled. CMV is the bias caused by a research method in which the correlation between two variables is inflated or deflated. To avoid CMV, we designed a marker variable as the control variable. Theoretically, a marker variable should not be uncorrelated with the variables of interest; The latent variable ＂interpersonal understanding＂ was designated as the CMV variable.The mediating effect process was analyzed with reference to the method of Hair Jr et al. (2016) using three steps. Step 1: The researchers verified whether the path coefficient of the independent variable that predicts the dependent variable was significant. Step 2: The researchers confirmed that the path coefficients of the independent variable that predicted the mediator and those of the mediator that predicted the dependent variable were significant. Step 3: The researchers analyzed the mediation model only when the variables in Steps 1 and 2 were confirmed to be significantly correlated. In the present study, the variables in Steps 1 and 2 were significantly correlated; thus, the mediation model could be analyzed. Before a mediation model analysis was conducted, the model fit was verified. The results indicated that the factor loading, composited reliability, average variance extracted, and discriminant validity all satisfied relevant criteria and showed that the measurement model (called ＂outer model＂ in PLS-SEM) was appropriate. Second, values for collinearity, R^2, f^2, and Q^2 all conformed to the standard structural model (called ＂inner model＂ in PLS-SEM); that is, the structural pattern was appropriate. All the paths reached significance, and the mediating effect was then measured using the variance accounted for (VAF), which was calculated by dividing the indirect effect by the total effect. According to Hair Jr et al. (2016), percentage VAF of ＞ 80%, 20%, -80%, and ＜ 20% represent full mediation, partial mediation, and no mediation, respectively. Accordingly, our research results demonstrated that emotional intelligence partially mediated the relationship between parental emotional support (both from a father and a mother) and subjective well-being. The researchers then verified whether this partial mediating effect was significant. The built-in bootstrapping function of Smart PLS was employed for this task, with the number of bootstrap samples set at 5,000. The results indicated that emotional intelligence significantly mediated the relationship between a father and mother's emotional support and a student's subjective well-being. The mediation model analysis revealed that the path coefficients of both a father and mother's emotional support on the subjective well-being and emotional intelligence of (vocational) high school students indicated significant and positive correlations. Furthermore, the path coefficient between emotional intelligence and subjective well-being indicated a significant and positive correlation between the two. Therefore, the proposed hypothesis (i.e., the emotional intelligence of high school students would mediate the relationship between parental emotional support and subjective well-being) was supported. According to these findings, we propose that parents should provide emotional support to their children more often, which would help children develop emotional intelligence and improve their subjective well-being. High school students should actively attempt to develop their emotional intelligence. Suggestions for future research and research limitations are discussed herein.

参考文献 ( 68 ) 〈TOP〉

余民宁, M.-N.,陈柏霖, P.-L.,陈玉桦, Y.-H.(2018)。巅峰型教师的样貌：圆满幸福、知觉工作压力、灵性幸福感及心理健康之关系。教育心理学报，50，1-30。
连结：
余民宁, M.-N.,谢进昌, J. C.,林士郁, S.-Y.,陈柏霖, P.-L.,曾筱婕, H.-C.(2011)。教师主观幸福感模式建构与验证之研究。测验学刊，58，55-85。
连结：
吴相仪, H.-Y.,辛昱融, Y.-Z.,陈琬云, W.-Y.,简晋龙, C.-L.,锺昆原, K.-Y.(2017)。感恩课程对大学生感恩、幸福感与复原力影响之研究。教育心理学报，49，23-41。
连结：
吕朝贤, C.-H.,吕慧玲, H.-L.(2014)。教养方式与学童幸福感。人文社会科学研究，8(3)，79-101。
连结：
陈李绸, L.-C.(2008)。中学生情绪智慧测量与适应性指标研究。教育心理学报，39(S)，61-81。
连结：

被引用文献 ( 4 ) 〈TOP〉

刘书瑜,黄宗坚,张晨光(2023)。亲职化与心理健康结果相关性之三层级後设分析。教育心理学报，55(1)，75-102。
熊师瑶,余民宁(2023)。To Stay or Not to Stay？军校生恒毅力影响与预测效果分析。教育心理学报，54(4)，917-944。
颜姿吟,郑晓枫,连廷嘉(2023)。父母亲韧力与韧性－以照顾青少年时期中途致残子女为例。教育心理学报，54(4)，973-996。
(2024)。正向心理健康BMI（友善—情绪—认同）团体辅导之种子师资培训课程成效研究。教育心理学报，55(4)，819-845。

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