摘要

本研究主要探討家庭支持、不當對待行為、社會參與對青少年幸福感的影響，並比較性別上的差異。研究資料取自「2019年臺北市兒童及少年生活狀況調查」的原始資料，以家庭支持為自變項、不當對待行為和社會參與為中介變項、幸福感為依變項，並以性別為調節變項。研究結果顯示，青少年的幸福感會受到家庭支持和社會參與的影響，但不會受到不當對待行為的影響，而且此一模型在不同性別間具有恆等性，研究者據此提出結論和建議。

關鍵詞：青少年；幸福感；社會參與；家庭支持；性別差異

摘要

本研究的目的在分析國中生知覺教師自主支持、自我效能和愉悅課業情緒的關係。基於研究目的，本研究蒐集三波縱貫資料，共抽取254位（男生137位）七年級學生為研究樣本；三波觀察資料採用結構方程模式進行分析。結果顯示本研究所建構的國中生知覺教師自主支持、自我效能和愉悅課業情緒的模式獲得觀察資料的支持。國中生第一次測量時知覺的教師自主支持可以提高第二次測量時的自我效能，而第二次測量時的自我效能又可以提高第三次測量時的愉悅課業情緒。本研究依據研究結果提出國中教育現場及未來研究的參考建議。

關鍵詞：知覺教師自主支持；自我效能；愉悅課業情緒；縱貫研究；國中生

Abstract

This study attempted to analyze the relationship among perceived teachers’ autonomy support, self-efficacy, and academic enjoyment of junior high school students. The study adopted a longitudinal study design and collected data from 7th grade junior high school students (N = 254, 137 boys). Structural equation modeling was used to analyze the results. The study found showed that: (a) the model of perceived teachers’ autonomy support, self-efficacy, and academic enjoyment constructed in this study well explained the empirical data observed; (b) the perceived teachers’ autonomy support of students (T1) enhanced their self-efficacy, and their self-efficacy (T2) positively predicted their academic enjoyment (T3). Based on the study findings, implications, practice for junior high school teaching, and further research were discussed.

Keywords: perceived teachers’ autonomy support; self-efficacy; academic enjoyment; longitudinal study; junior high school students

摘要

本文根據科爾曼（J. S. Coleman）的社會資本論，探討家庭和學校創造的社會資本對香港學生生活滿意度及身心健康的影響。數據取自2020年在香港進行的國際研究「學童身心靈健康評估計劃」（Health Behaviour in School-aged Children, HBSC）。樣本來自21所小學和19所中學的5,307名學生，年齡約為11歲、13歲和15歲，分別就讀於小六、中一和中三。研究發現：雖然香港學生的成績在國際評估中一向名列前茅，但是其生活滿意度和自評健康狀態卻低於國際水平；而香港學生出現身體症狀的情況與HBSC國際水平相近，但香港學生所出現的情緒症狀比身體症狀較為嚴重。迴歸分析結果反映，在控制學生和家庭背景因素後，家庭和學校創造的社會資本均與生活滿意度及三個健康指標顯著相關，且比背景因素的相關度更大。這結果說明了學生的父母對子女的情感支援、教師對學生的關注、同學／朋友之間的接納都是影響學生生活滿意度及身心健康的重要社會資本。進一步分析顯示：家校創造的社會資本對學生生活滿意度的正面影響，可能可透過改善學生的身體健康和減少情緒症狀而達至。

關鍵詞：社會資本；生活滿意度；身心健康；國際評估

Abstract

Based on James Coleman’s social capital theory, this article examined the contributions of home-based and school-based social capital on students’ life satisfaction and physical and mental health in Hong Kong. Data were collected in 2020 from the international study of “Health Behaviour in School-aged Children” (HBSC) in Hong Kong. A total of 5,307 student of 11, 13, 15 years old from 21 primary schools and 19 secondary schools participated in the study. Results indicated that although Hong Kong students consistently showed outstanding academic performance in many international studies, the life satisfaction and self-rated health of Hong Kong students were consistently lower than the international average. Students’ psychological symptoms were more serious than their physiological symptoms. Results from regression analysis indicated that, after controlling for student and family background factors, social capital created at home and in school had significant effects on students’ life satisfaction and three health indicators; the effects of social capital are generally stronger than the background factors. These findings imply that parents’ emotional support, teachers’ concern, classmates and peers’ inclusiveness are important social capitals for improving life satisfaction and health of students. Further analysis indicated that the positive effect of home-school social capital on student’s life satisfaction might be mediated by improving student’s self-rated health, physiological and psychological symptoms.

Keywords: social capital; life satisfaction; physiological and psychological health; international assessment

Abstract

Self-determination theory posits that people with autonomous motivation orientation have better psychological well-being. Using well-validated questionnaires, in the present study we aimed at identifying factors in 814 Hong Kong grade 10–11 secondary school students’ non-academic activities participation associated with their psychological needs, personal-social development self-efficacy, and negative emotional symptoms like depression, anxiety, and stress. Findings showed that students who had higher involvement in non-academic activities (e.g., playing larger roles and more engagement) showed higher self-efficacy, psychological well-being, psychological needs satisfaction, and autonomous motivation but reported to have fewer negative emotional symptoms. However, the study also found that participating in too many non-academic activities could undermine self-efficacy and psychological well-being and provoke negative emotional symptoms. Structural equation modeling analyses demonstrated that students who were more satisfied with psychological needs and who perceived more autonomy support from instructors showed higher self-efficacy and psychological well-being, as well as lower depression, anxiety, and stress, which was further mediated by autonomous motivation. While students with higher socioeconomic status tended to spend more but engage less and use less time on non-academic activities than those with lower socioeconomic status, no significant difference was found in the self-efficacy, psychological well-being, and negative emotional symptoms between the two socioeconomic status groups. Thus, it is more important in the ways that students participated in non-academic activities, but not how much they had spent on them. The role and effective practices of different stakeholders in non-academic activities are discussed.

Keywords: non-academic activities; psychological well-being; personal-social development self-efficacy

摘要

根據自我決定理論，有自主動機取向的人擁有更好的心理幸福感。本研究透過充分驗證的問卷，調查了814名香港10–11年級中學生參與非學術性活動與他們的心理需求、個人社交發展自我效能感和負面情緒症狀（如抑鬱、焦慮、壓力）等相關的因素。結果顯示，在非學術性活動中有較高參與度的學生（如扮演更重要角色和更投入）表現出更高的自我效能感、心理幸福感、心理需求滿足和自主動機，但較少負面情緒症狀。然而，研究亦發現，參加過多的非學術性活動可能會削弱自我效能感和心理幸福感，並引發負面情緒症狀。結構方程模型分析顯示，當學生對心理需求更滿意和從教師那裏獲得更多自主支持時，他們會表現出更高的自我效能感和心理幸福感，以及更低的抑鬱、焦慮和壓力，而這些關係進一步受到自主動機調節。雖然與社會經濟地位較低的學生相比，社會經濟地位較高的學生在非學術性活動上的花費較多，但他們參與的投入度和時間較少。而且，在自我效能感、心理幸福感和負面情緒症狀方面，研究並未發現兩個社會經濟地位群體之間有顯著差異。因此，學生如何參與非學術性活動，比起他們在這些活動當中花費了多少更為重要。本文還會討論不同持份者在非學術性活動中的角色和有效做法。

關鍵詞：非學術性活動；心理幸福感；個人社交發展自我效能感

Abstract

While having a purpose in life fosters optimal youth development, the attainment of this purpose would be implausible without appropriate resources. Employing structural equation modeling, this study aimed to understand the relations that purpose development (i.e., purpose commitment and exploration) had with external resources of support from significant others (i.e., family and peers) and internal resources of goal-oriented dispositions (i.e., hope and self-efficacy) among a sample of Chinese adolescents in Taiwan (N = 438). Specifically, this study investigated the double-mediation effect of hope and self-efficacy on the relationships between social support for youth’s interest and purpose development. Results revealed that all variables were positively correlated. In addition, direct and indirect paths were found between social support for interest and purpose development. The associations between social support for interest were partially mediated by hope. The roles of social support as well as hope in adolescent purpose development, possible explanations for the insignificant mediating effect of self-efficacy, and practical implications were discussed.

Keywords: adolescent; hope; life purpose; self-efficacy; social support

摘要

生活目標能促進青少年的整體發展，但生活目標所帶給青少年的正向影響力尚需搭配適當的社會資源來輔助。本研究旨在探討生活目標發展中的「確認目標」和「尋找目標」與「社會支持」的關聯，並進一步分析此關聯是否會受目標定向之相關構念「希望感」和「自我效能」的中介影響。本研究採問卷調查法，以台灣地區438名青少年為研究對象，並運用結構方程模式進行資料分析。研究結果顯示：（1）所有研究變項皆呈現顯著正相關；（2）希望感對於生活目標的兩面向與社會支持的關聯具有部分中介效果，而自我效能對於其關聯不具任何中介效果。由本研究結果可知，社會支持與希望感對於青少年生活目標的發展具有影響力。最後，本研究針對研究結果進行討論，並闡述研究限制、實務意涵與未來研究發展。

關鍵詞：青少年；希望感；生活目標；自我效能；社會支持

摘要

本研究旨在探討大學生回憶自傳體記憶與生命意義感的關係，採用問卷調查法，以廣州市459名大學生為樣本，測量自傳體記憶的特徵、自傳體記憶的功能，以及擁有生命意義、追尋生命意義的水平。研究結果顯示：（1）高質量的自傳體記憶特徵顯著正向預測擁有生命意義和追尋生命意義，並且顯著正向預測自傳體記憶的功能；（2）自傳體記憶的自我連續功能和社會連結功能在自傳體記憶特徵和追尋生命意義之間起到中介作用，而在自傳體記憶特徵和擁有生命意義之間的中介作用不顯著；（3）自傳體記憶的問題解決功能在自傳體記憶特徵和追尋生命意義之間起到中介作用，並且在自傳體記憶特徵和擁有生命意義之間亦起到中介作用。依據上述結果，本研究對教育工作者開展生命教育提出相關建議。

關鍵詞：自傳體記憶特徵；自傳體記憶功能；生命意義感；大學生；生命教育

Abstract

The present study aimed to examine how university students’ retrieval of their autobiographical memories would be associated with meaning in life. A total of 459 students in Guangzhou City completed a survey about their characteristics of autobiographical memory, functions of autobiographical memory, and their levels of presence of meaning and search for meaning. Results showed that: (a) the high-quality characteristics of autobiographical memory positively predicted the presence of and search for meaning, as well as the functions of autobiographical memory; (b) the self-continuity and social-bonding functions of autobiographical memory mediated the effect of autobiographical memory characteristics on the search for meaning, but they did not mediate the effect on the presence of meaning; (c) the directing-behavior function of autobiographical memory mediated the effect of autobiographical memory characteristics on the search for meaning, as well as the effect on the presence of meaning. The implications of the current findings in life education were discussed.

Keywords: autobiographical memory characteristic; autobiographical memory function; meaning in life; university students; life education

Abstract

Over the recent decades, the topic of spirituality and health has attracted increasing research interest. Teaching has been recognized as a multi-faceted demanding profession. Particularly, spiritual well-being plays a vital role in cultivating quality of life; yet there is limited research investigating the impacts of spiritual well-being on teachers’ quality of life. This study aimed to investigate the relationship between teachers’ spiritual well-being and subjective quality of life in the Hong Kong context. Based on previous research, there is no universal standard to determine an “average” degree of spiritual well-being. Therefore, individual spiritual well-being can be better reflected through both the “ideals” and the “lived experience.” In this cross-sectional study, the sample consisted of 671 teachers from 22 primary and secondary schools in Hong Kong. Participants were asked about their ideals of spiritual well-being as measured by Life Orientation Measure and their lived experiences of spiritual well-being as measured by Spiritual Health Measure. The results of structural equation modeling suggested a difference between Life Orientation and Spiritual Health in the pattern of predicting psychological and social aspects of quality of life. This study further explored the associations between spiritual well-being and subjective quality of life by investigating the effects of discrepancies between Life Orientation and Spiritual Health in three domains, namely personal and communal, environmental, and transcendental. The results of the path analysis suggested that the discrepancies in the three domains significantly predicted the psychological and the social aspects of quality of life among teachers.

Keywords: spirituality; spiritual well-being; quality of life; teacher; Hong Kong

摘要

近幾十年來，有關靈性與健康的話題引起了愈來愈多的研究興趣。教學被視為一項具有多方面要求的專業。靈性健康在促進生活質素方面起着重要作用，但關於靈性健康對教師生活質素影響的研究卻很有限。本研究旨在探討在香港背景下教師靈性健康與主觀生活質素的關係。基於過往研究，靈性健康沒有一個「平均」的普遍標準。因此，個人靈性健康可以透過「理想」和「生活體驗」兩方面更好地反映。在這項橫斷面研究中，樣本由香港22所中、小學的671名教師組成。參與者需回答他們理想的靈性健康（以生活取向量表測量）和現實的生活體驗（以靈性健康量表測量）。結構方程模型的結果表明，在預測心理和社會方面生活質素的模式上，理想的靈性健康和現實的生活體驗之間存在差異。本研究透過檢驗兩者在「個人和公共」、「環境」、「超越」三個領域之間差異的影響，進一步探討靈性健康與主觀生活質素的關聯。路徑分析的結果表明，三個領域的差異顯著預測了教師心理和社會方面的生活質素。

關鍵詞：靈性；靈性健康；生活質素；教師；香港

摘要

本研究以「工作要求—工作資源模型」為框架，驗證了中國鄉村地區中小學教師職業壓力和工作意義影響職業健康與幸福感的多個作用路徑。分析基於723名中國鄉村教師樣本，採用結構方程模型，描繪了鄉村教師從職業壓力到職業健康的損耗通路，以及從工作意義感到職業幸福感的動機通路，進而驗證了「工作要求—工作資源模型」在鄉村教師群體上的適用性。進一步的調節與中介作用分析發現，意義感這種重要個人資源，對職業壓力有緩衝作用，同時可以啟動動機通路並對職業幸福起到保護作用。根據意義建構模型，對研究所發現的作用機制進行解釋，並提出建構鄉村教師工作與生命意義的可能方式，為幫助鄉村教師緩解工具化價值的負面作用，走出職業困境、走向職業幸福提出了可能的路徑。

關鍵詞：工作要求—工作資源模型；中國鄉村教師；職業健康與幸福；意義感

Abstract

Based on the framework of Job Demands-Resources model, this study quantitatively tested the multiple influential paths from job stress and work meaningfulness to health and wellness among school teachers in rural areas in the mainland of China. This study adopted convenient sampling and 723 schoolteachers participated. By building a full structural equation model, the motivational and direct predicting functions of personal resources were revealed. Both personal resources and work meaningfulness could offset the negative effects resulting from job stress on the exhaustion path. Further investigation of the moderating and mediating effect revealed that the personal meaningfulness and purpose could buffer job stress and protect occupational health. All the influential paths and mechanisms were explained by the meaning-making model. Several possible ways were proposed for enriching teachers’ personal meanings and building up their work meaningfulness. They might be helpful for teachers to get rid of work predicament and to move toward wellness.

Keywords: Job Demands-Resources model; school teachers in rural areas; occupational health and wellness; meaningfulness and purpose

Abstract

Well-being is closely related to health issues and thus has attracted a lot of research. As a member of society, the well-being of educators has been a common target of the study. Nonetheless, the well-being of educators has always been perceived from an individual perspective. From a macro perspective, well-being is relevant to functionalism and can be further linked with manipulating an individual body. Nonetheless, studies connecting well-being with these two areas are inadequate, especially in the context of educators. Therefore, this theoretical article aimed to bridge the academic gap by examining the relationship between well-being, functionalism, and control. This article argued that members of society, including educators, are inclined to be unconsciously manipulated by well-being. While educators at all educational levels should be alert of the impacts of their well-being on students, this article also urged them to recognize more on the importance of pursuing well-being at an appropriate level and show more concern toward others’ well-being.

Keywords: well-being; functionalism; body manipulation; control

摘要

由於幸福感與健康有緊密的關係，不少相關研究應運而生。身為社會一員，教育工作者的幸福感自然成為研究對象之一，而大多數有關教育工作者幸福感的研究只是從個人層面開展。宏觀而言，幸福感與功能主義和操控個人身體是相連繫的。然而，從這兩方面落墨，並且專注於教育工作者幸福感的相關研究並不足夠。有鑑於此，本理論文章旨在透過精簡分析「幸福感」、「功能主義」和「控制」三者的關係，期望縮窄此學術上的缺口。本文指出，包括教育工作者在內的社會各員均傾向被幸福感無意操控。除了各教育層面的工作者均需要對由自身幸福感所產生對學生的影響保持警醒外，本文還認為他們要更認識恰當地追求幸福感的重要性，並更關顧別人的幸福感。

關鍵詞：幸福感；功能主義；操控身體；控制