學校相關壓力對國中生學業成就之影響：內控信念之調節角色

The Influence of School-Related Stress on Academic Achievement for Junior High School Students–The Moderating Role of Internal Locus of Control

研究目的：過度壓力會影響個體的生理、心理以及行為，根據壓力互動觀點，壓力對個體的影響力大小，亦會因個別人格特質（personality）而有差異。本研究將學校相關壓力分為課業壓力、家長壓力、教師壓力與同儕壓力，目的在於了解國中生所知覺的學校相關壓力現況，並檢驗國中生學校相關壓力對學業成就的負面影響，以及內控信念對於學校相關壓力與學業成就兩者關係的調節作用。研究方法：本研究針對台北市某所國中372位八年級生，進行貫時性的調查。採用自陳式問卷，取得其知覺學校相關壓力與內控信念等資料，亦透過各班導師取得學生的段考成績，利用多變量與層級式迴歸等方式，進行分析。研究結果：國中生所感受的學校相關壓力會因性別、家中子女數與家境狀況等個人因素而異。課業壓力與教師壓力會對學業成就造成負向影響，家長壓力與同儕壓力則不會對學業成就產生顯著的負向影響。內控信念會增強教師壓力對學業成就的負向效果，卻會減緩課業壓力對學業成就的負面影響。研究結論：針對上述研究結果，本研究提出實務意涵與後續研究建議。本研究建議教師與家長應重視學校相關壓力對國中生課業的負面影響，針對國中生所具備的個別差異（如：內控信念高低程度），採取適當措施以減輕各項學校相關壓力的負面效果。

Purpose: High stress damages individuals’ physical health, mental health, and behavior. According to the relational definition of stress, the influence of stress varies with individual differences such as personality. We divided the school-related stress perceived by junior high school students into stress from school learning, parents, teachers, and peers, and described each type. In addition, we examined the negative effects of school-related stress on academic achievement and investigated whether internal locus of control has a moderating effect on the relationship between school-related stress and academic achievement. Methods: We conducted a longitudinal study with data from 372 8th grade students from a junior high school in Taipei. We invited these students to self-report their perceptions of school-related stress and degree of internal locus of control, and gathered exam scores from their teachers. We conducted an analysis of variance (ANOVA) and hierarchical regression analysis on the data. Results: The level of school-related stress differed by gender, number of siblings, and the financial status of the family. Stress from school learning and teachers had a negative effect on academic achievement, while stress from parents and peers did not have a significant effect on academic achievement. Although greater internal locus of control did strengthen the negative effect of stress from teachers on academic achievement, it may have decreased the negative influence of stress from school learning on academic achievement. Conclusions: Practical implications are discussed and suggestions for further research are proposed. Teachers and parents are advised to understand the individual differences among students, such as the level of internal locus of control, and adopt appropriate policies to decrease the negative impact of school-related stress on junior high school students.