| 中文摘要 |
本研究利用中央研究院學術調查研究資料庫（Survey Research Data Archive, SRDA）台灣青少年成長歷程研究（Taiwan Youth Project, TYP）針對國一生及國三生長達6年共四次調查的追蹤資料，採階層線性模式（Hierarchical Linaer Modeling, HLM），從時間縱貫性與多層次的角度來檢視青少年身心健康隨時間改變的情形，並探討在發展過程中自我生活滿意度、自尊、性別、補習與否、父母教育期望、班級氣氛以及學習適應對青少年身心健康成長速率的影響，同時也比較國一生與國三生橫跨九年一貫新制（施行九年一貫課程）與舊制（未施行九年一貫課程）兩個族群身心健康成長速率之差異。獲致以下結果：一、青少年的身心健康呈現先上升後下降的發展趨勢，而且國三生與國一生的身心健康發展速率不同。二、自我生活滿意度、自尊、班級氣氛對青少年身心健康的初始狀態以及成長速率具有影響。三、自我生活滿意度及自尊對成長曲率具有影響。 |
| 英文摘要 |
The development change of adolescent physical and mental health has been concerned by educational psychologists. With the TYP database, G7-G9 students are preceded 4 times of panel data in 6 years in this study. HLM as well as longitude and multi-level perspectives are applied to test the change of adolescent physical and mental health with time. Moreover, the effects of self-life satisfaction, self-esteem, gender, experience in cram schools, parents’ education expectation, class climate, and learning adaptability on the growth rate of adolescent physical and mental health are discussed. Meanwhile, the physical and mental health growth rate of G7 and G9 students, who cross the new and old systems of Grade 1-9 Curriculum, are compared. The analysis results reveal that adolescent physical and mental health presents the development trend of increase and then decrease and the development rate between G9 and G7 students is different. What is more, self-life satisfaction, self-esteem, and class climate show effects on the initial state and the development rate of adolescent physical and mental health. Besides, self-life satisfaction and self-esteem appears effects on growth curve. |
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