國中學生善終概念之研究——以台北縣某國中學生為例

Study on the concepts of good death for junior high students of one school in Taipei County

本研究旨在了解研究對象的善終概念，以及探討不同個人背景變項、環境變項之研究對象的善終概念之差異情形。本研究以台北縣某國中學生1426人為母群體，採分層比例隨機抽樣方法，抽出樣本609人。以自編之結構式問卷作為調查工具，內容依研究架構分成三類：一、個人背景變項（5題）；二、環境經驗變項（6題）；三、善終概念（29題）。善終概念經因素分析後萃取出六個因素，分別為心理善終、身體善終、靈性善終、社會善終、利他式善終及自在善終六項因素；整體信度係數Cronbach'sα值為.93。研究結果顯示，研究對象的整體善終概念量表平均得分呈現中上（3.62分），其中以心理善終分量表得分3.96分最高。研究對象的善終概念會依個人的背景變項（性別、年齡、個人的宗教信仰、個人接觸死亡的經驗）及環境經驗變項（父母的宗教信仰、接受生命或死亡相關教育經驗、家人談論死亡情形、接觸死亡相關媒體經驗、接觸暴力電子遊戲經驗）的不同而有顯著差異。最後，依研究結果與討論，提出以善終為核心概念的生命教育及健康教育之課程建議。

The main purpose of this study was to understand the concept of good death of junior high school students and probe the variation of the concept of good death of the subjects by their different individual background and environmental experience. The subjects were 609 students sampled from a junior high school (total students 1426) at Taipei County by stratified proportional random sampling method. The instrument was a structured questionnaire developed by researcher. The contents of his questionnaire were divided into three categories according to the design of this study： individual background (5 items), environment experience (6 items), and the concepts of good death (29 items) and its Cronbach's α was .93. There were 6 factors extracted from them by factor analysis, they were psychological good death, physical good death, spiritual good death, social good death, altruistic good death and free good death. The results revealed that the average mean of the subjects’ concepts of good death was 3.63 . Among them psychological good death’s mean was 3.96 being the highest. The concepts of good death of the subjects would have significant difference depending on the diverse of their individual background (such as gender, age, personal religious belief and experience of contacting death) and environmental experience (such as parental religious belief, experience about life or death education, family talking about death, experience about contacting media relating to death and experience about contacting electronic games relating with violence). At last, the researcher brought up a suggestion about life and health education curriculum based on good death as the core concept.