大專院校學生靈性健康、知覺壓力與憂鬱之相關研究

Relationships between spiritual health, perceived stress and depression in college students

本研究之目的在了解大專生的社會人口學變項與靈性健康、知覺壓力和憂鬱的關 係，並探討大專生靈性健康、知覺壓力與憂鬱之相關性。母群體為中國海事商業專科學校日間部全體學生，以分層叢集抽樣法得到研究樣本共373人，本問卷使用的三個量表為靈性評估量表、知覺壓力量表和貝克憂鬱量表第二版。收集資料以次數分佈、百分比、平均值、標準差、最大值、最小值、適合度考驗、t檢定、單因子變異數分析、薛費氏事後比較法、皮爾森積差相關、二因子變異數分析的交互作用和多元迴歸分析等統計方法進行分析。其重要發現如下：(1)與靈性健康、知覺壓力和憂鬱均具顯著相關性的社會人口學變項為性別、經期困擾、運動習慣和人際關係。(2)靈性健康與知覺壓力，及靈性健康與憂鬱間均呈顯著負相關，而知覺壓力與憂鬱間則呈顯著正相關。靈性健康與知覺壓力共可解釋憂鬱總變異量的53％，資料分析顯示在知覺壓力愈大時，靈性健康對憂鬱的緩衝效果愈好。建議：家庭和學校應關注學生因性別造成身心健康的差異，積極培養其運動習慣；家庭教育方面宜採開放民主之管教方式，維繫家人間的親密度；學校教 育方面宜促進師生的溝通互動與親密度，並分別針對師生開設心理健康和靈性健康相關議題的課程活動。

The purpose of the work was to study the relationships between spiritual health, perceived stress and depression in college students. The population was all students in the Day Division of China College of Marine Technology and Commerce. By using stratified cluster sampling method with a self-administrated questionnaire, 373 valid samples were collected. The questionnaire included three instruments: Spirituality Assessment Scale, Lifestyle Appraisal Questionnaire-Part II and Beck Depression Inventory-II. The data were analyzed by frequency, percentage, means, deviation, maximum, minimum, goodness-of-fit test, t-test, one-way ANOVA, Scheffe's posteriori comparison test, Pearson product-moment correlation, interaction of two-way ANOVA and multiple regression analysis. The findings were as follows: (1) The socio-demographic variables, including gender, exercise status, menstrual disturbance and relationships with others, were significantly correlated with spiritual health, perceived stress and depression. (2) Spiritual health had significantly negative correlation with perceived stress and depression. There was significantly positive correlation between perceived stress and depression. Spiritual health and perceived health could explain 53% of total variation. The higher the perceived stress was, the better the depression can be buffered by the spiritual health. Suggestion: family and school should note the different physical conditions (especially menstrual disturbance) between the students. They should be encouraged to make a habit of regular exercise. Democratic parental discipline was suggested and parents should keep intimate relationship to children. School should encourage intimate communication between instructors and students. Courses and activities related to mental health and spiritual health should be designed for either instructors or students.