學習成就、教育抱負對學生憂鬱影響之貫時性研究

The Panel Study on the Relationship between Depression,Achievement and Education Ambition

本研究以TEPS資料庫4163名學生為研究對象，目的是瞭解學習成就、教育抱負對憂鬱之影響。本研究運用等化方法進行潛在成長模型及結構方程模型之分析，其結論如下。四波憂鬱之平均數有顯著差異，由國一到高一逐漸升高，到高三才降低；標準差亦是由國一到高一逐漸擴大，至高三才縮小；而其潛在成長模型亦顯示其先升高再降低。但是四波教育抱負之平均數無顯著之變動，顯示從2001-2007，學生的教育抱負並未顯著。透過潛在模型可以發現，學習成就的斜率對憂鬱的斜率之標準化迴歸係數為.1，達顯著，顯示學生的學習成就之增加量愈多，憂鬱的增加量亦愈多。而透過橫斷面的迴歸方程式亦顯示，憂鬱對學習成就之影響，其標準化迴歸係數分別為.04、.07、.08、.07，達顯著，顯示就各橫面來看，學習成就愈高，憂鬱愈高。然而，教育抱負對憂鬱亦未達顯著。

This research is aimed to investigate the relationship between depression, achievement and education ambition in the latent growth model. The dataset comes from the TEPS. The factor analysis is applied to equate the different dataset from Grade7 to Grade 12 and the result is derived from the latent growth model. The means of depression score between four particular periods of time are significantly different. The score of depression was gradually increasing from junior high school to the first year of senior high school. However, the score of depression was on the decline in the last year of senior high school. The score of education ambition has no significant difference and education ambition does not influence melancholy. However, the slope of achievement has impact on the slope of melancholy. The standard regression coefficient is .1, it highlights that the increase of achievement is relative to the increase of melancholy. Similarly, achievement has influence on melancholy in the four regression functions. Standard regression coefficient of the four regression functions is .04、.07、.08、.07. The result indicates that the pursuit of achievement could cause depression. Buteducation ambition does not have significant effect on depression.