英文摘要 |
Purpose This study explored the psychological capital (PsyCap) status of economically disadvantaged adolescents and clarify the effects of teacher support, peer support, and family cohesion on PsyCap. Additionally, this study examined gender-based differences in the effects of teacher support, peer support, and family cohesion on PsyCap. Design/methodology/approach The data were retrieved from the Taiwan Database of Children and Youth in Poverty, provided by the Taiwan Fund for Children and Families. Participants were 1,289 junior high school students. Data were analyzed through structural equation modeling (SEM) to examine the causal relationships among the latent variables. Furthermore, the study applied multi-group analysis to reveal the gender-based differences in the estimated relationships. Findings Descriptive statistics indicated that the levels of teacher support, peer support, and family cohesion were medium high and that the level of PsyCap was medium for the economically disadvantaged adolescents. The SEM results indicated that teacher support, peer support, and family cohesion positively and significantly predicted PsyCap; that is, teacher support, peer support, and family cohesion could enhance the PsyCap level of the economically disadvantaged adolescents. Moreover, the multigroup analysis revealed that the factors influencing the PsyCap of boys are, in decreasing order of influence, teacher support, peer support, and family cohesion; for girls, they are, in decreasing order of influence, family cohesion, teacher support, and peer support. Additionally, the relationship between family cohesion and PsyCap is significantly stronger in boys than it is in girls, but the relationship between peer support and PsyCap is stronger in boys than it is in girls. Finally, no difference was observed between the genders in the relationship between teacher support and PsyCap. Originality/value Maintaining high-quality PsyCap supports economically disadvantaged adolescents' mental health and improves their opportunities for success in the future. Although several studies have investigated PsyCap in Taiwan, few have focused on junior high school students or economically disadvantaged adolescents. Therefore, this study explored the effects of teacher support, peer support, and family cohesion on PsyCap among economically disadvantaged adolescents and revealed that different perspectives can be emphasized to effectively and efficiently improve the PsyCap of economically disadvantaged girls and boys. |