林經濟弱勢少年半工半讀經驗與憂鬱情緒之相關性：壓力過程觀點

The associations between part-time work and depressive mood among economically disadvantaged adolescents: From a stress process perspective

對經濟弱勢少年而言，貼補家用以及負擔生活與學習所需，是促使他們半工半讀的主要原因，然而較少人會關注這些處於就學與工作雙重壓力下少年的心理健康。因此，本研究從壓力過程理論觀點出發，檢視經濟弱勢少年來自家庭經濟壓力、工作密度及課業學習經驗等對其憂鬱情緒的解釋，並進一步分析社會支持是否能緩衝工作密度對憂鬱情緒的負向影響。本研究使用家扶基金會「台灣兒童及少年長期追蹤調查（TPSCY）」2011與2013年的資料，選取年滿15-18歲的在學少年（n = 1,186）為對象，以多元線性迴歸分析法來驗證研究假設，同時檢視社會支持是否具有緩衝作用。研究結果顯示，在未考量社會支持的交互作用情況下，性別、第一波家庭經濟限制程度、近一年家庭成員失業事件、學業困難程度，以及家庭支持能解釋經濟弱勢少年的憂鬱情緒程度，而工作密度對於憂鬱情緒則未呈現顯著的直接效果，但在加入以社會支持為緩衝因子的交互作用分析後，高工作密度與家庭支持的交互作用對於憂鬱情緒的影響則具有顯著效果，意即半工半讀的經濟弱勢少年在高工作密度的處境中，若家庭能提供高度的情緒支持，則可以緩衝高工作密度對其憂鬱情緒的影響；若家庭支持低，則高工作密度對於這些少年的憂鬱便會產生更負向的效果。此結果呈顯了在家庭經濟壓力下，學習與工作壓力對這些少年的情緒狀態具有負面的影響，然在此情況下，若家庭能夠提供情緒支持，則能夠降低工作密度對這些少年情緒心理造成的負向影響。本文最後建議在少年就業的服務工作上，除了應重視經濟弱勢少年的工作與心理健康維護議題，也應協助其課業學習，並且納入其家庭作為服務的一部份，以提昇其支持功能。

Most adolescents from poor families have to do part-time jobs during school-year because of the economic needs of their families. They are expected to share the responsibility of family economic hardships. However, the mental health needs of these young people should be of concern since they are facing stresses from the school and the labor force, but not much attention was paid to this issue. Working in high intensity (hours worked per week more than 15 hours) is an important factor which results in negative psychosocial development for adolescents. The perspective of stress process theory is employed to examine the impact of work intensity on the depressive mood of adolescents from poor families, and whether social support can buffer the negative impact of work intensity on their depressive mood. This study used data from the Taiwan Database of Children and Youth in Poverty: Taiwan Panel Study of Children and Youth (TPSCY) collected in 2011 and 2013. It's a panel study done by the Taiwan Fund for Children and Families. Full-time students aged 15 to 18 (n = 1,186) during 2013 were selected for this study. Multiple regression analyses were used to test proposed research hypotheses. The study revealed that when the interaction effect of social support was not considered, gender, perceived family economic difficulties, unemployment experiences of family members, schoolwork difficulties, and family support had main effects on depressive mood of these adolescents, but work intensity did not have a main effect. After the interaction term of family support and work intensity was added into the model, it was found that family support had a moderating effect on depressive mood. Family support could buffer the negative effect of high work intensity on adolescents' depressive mood. Further analyses indicated that the effect of high intensity on depressive mood depended on the levels of family support. If adolescents have high family support, working in high intensity didn't have impact on depressive mood; however, if they didn't have enough family support, working in high intensity would have a negative effect on their depressive mood. These findings indicate that the dual pressure of schooling and working could have negative effects on the mental health of adolescents. We should pay attention to the buffering role of family support. On the basis of these findings, we suggest that service providers and policy makers should provide services to youth with school difficulties. In addition, family support services to economically disadvantaged adolescents with high work intensity are also needed to protect them from depressive mood.