英文摘要 |
The transition from the 9th grade to the 10th grade0 in Taiwan could be one of the most stressful times for many Taiwaneseadolescents. This involves leaving the junior high school that they were familiar with and entering a new school environment(i.e., a senior high school, a vocational school, or a junior college). Adolescents face various academic and social challengesin the new environment (e.g., learning new curriculums, getting to know new teachers, and establishing new friendshipnetwork). Findings of previous studies have revealed that school-related concerns have troubled many Taiwanese adolescents(Chen, 2006; Liu, 2004; Ou, 2012; Tung, 2018; Wang, 2007). The ability to adjust in the new school environment increasesthe chance of successfully entering the emerging adulthood. Furthermore, school maladjustment increases the risk of dropout,mental health problems, and/or misbehaviors (King, 2003; Henry et al., 2009; Maynard et al., 2015). Studies have revealedthat parental and peer attachment (Al-Yagon et al., 2016; Laible et al., 2000; Lim & Lee, 2017), active coping (Lu, 2014;Merlo & Lakey, 2007), and the level of mental health in the past (Bond et al., 2007; Duchesne & Ratelle, 2014) significantlycontribute to adolescent school adjustment. However, most previous studies have adopted a cross-sectional design and haveoverlooked variables when considering the effect of time on adjustment. This study adopted a longitudinal panel designapproach. The author intended to examine the predicting effects of parental attachment and depression at 9th grade as well asthe effects of peer attachment and active coping strategies at 10th grade on adolescents' school adjustment. Specifically, thisstudy aimed to (1) examine the relationship between parental attachment and peer attachment and (2) explore predictingfactors for adolescent school adjustment during their transition from a junior high school to a senior high school, a vocationalschool, or a junior college. Of the sample of 229 adolescents, 161 (70.3%) were girls and 68 (29.7%) were boys. Except 11participants who did not report their age, the mean age of the rest of the participants was 16.38 years (range = 15.75–17.75years, SD = 0.33). Furthermore, 104 (45.4%) participants attended a senior high school, 82 (35.8%) were from a vocationalschool, and 42 (18.3%) were from a junior college, a comprehensive high school, or other types of schools. The RelationshipStructure Questionnaire-Chinese (RSQ-C; Wang & Neville, 2006), Coping Strategies Scale-Chinese (CSS-C; Ji, 2002),Adolescents' Behavioral Disturbance Scale-Chinese (ABDS-C; Lin, 2002), Adolescent Depression Scale (ADS; John TungFoundation, n.d.), and a demographic questionnaire were administered. The Cronbach's alpha coefficients of these scaleswere above .73. Participants completed the surveys twice. Participants' levels of attachment anxiety and attachmentavoidance toward their mother and toward their father as well as levels of depression were assessed when they were in the9th grade. |