桃園市國中生主觀生活壓力、社會支持、因應行為與身心健康之關係研究

The study of the subjective life stress, social support, coping behaviors and psycho-physical health situation of the junior high school students in Taoyuan

本研究目的包括：(瞭解國中生主觀生活壓力、社會支持、因應行為及身心健康狀況；(2)探討不同社會人口學變項的國中生，其主觀生活壓力、社會支持與因應行為的差異情形；(3)探討主觀生活壓力、社會支持、因應行為與身心健康的關係。本研究以桃園市六所國中為母群體，採多步驟抽樣法，隨機抽取兩所學校，共計有效問卷455份，研究發現：(1)國中生最感困擾的是學校生活事件；獲得社會支持的方式以訊息性支持最多；最常使用的因應行為為「正向情緒調適」；各類身心健康問題以社會官能障礙最多；(2)不同社會人口學變項的國中生，其主觀生活壓力、社會支持與因應行為具有顯著差異；(3)主觀生活壓力對身心健康具有顯著影響；工具性支持對身心健康具有緩衝效果，訊息性、情緒性支持不具有直接與緩衝效果；情緒取向、問題取向因應對身心健康皆具有直接效果。

The purpose of thwas study was to understand: (1) the perceptual life stress events, the sources and level of social support, the coping behaviors, and psycho-physical health situation of junior high school students. (2) the differentiation of the perceptual life stress, social support and coping behaviors by social-demographic factors.(3) the interrelation of subjective life stress, social support, coping behaviors and psycho-physical health situation. The sample of 462 students was randomly choosed from two of six junior high schools in Taoyuan through mutil-stage sampling. The findings of thwas study were as follows: (l) The most perceptual life stress events was school events, the most accessible social support was informational support, the most frequently-used coping behavior was positive emotional adaptation, as far as psycho-physical health problems were concerned, what happens most was social dysfunction. (2) the social-demographic factors of junior high school students had significant difference on perceptual life stress, social support and coping behaviors. (3) Subjective life stress had significant meaning in junior high school students' psycho-physical health problems. Instrumental support had buffer effect, whereas informational support and emotional support did't. Emotion-focused and problem-focused coping both had direct effect.