原住民與非原住民青少年情緒智能與心理幸福感之比較研究

Abstract

本研究旨在探討原住民與非原住民青少年情緒智能與心理幸福感之差異，其次探討不同性別、年級、父母婚姻狀況及家庭結構之青少年在情緒智能與心理幸福感之差異。本研究以問卷調查法進行資料蒐集，採立意抽樣選取花東地區九所國民中學之一、二、三年級各一班為研究對象，有效樣本共計688名學生。所使用的研究工具包括「個人基本資料」、「情緒智能量表青少年版」，以及「心理幸福感量表」。調查所得之資料以單因子多變量變異數分析進行處理。主要研究結果如下： 1. 原住民與非原住民青少年在情緒智能上有顯著差異，且表現在「人際」與「一般心情」之分量表上，原住民青少年顯著比非原住民青少年為佳。 2. 原住民與非原住民青少年在心理幸福感上無顯著差異。 3. 不同性別之青少年在情緒智能上有顯著差異，且表現在「人際」與「壓力管理」之分量表；不同年級之青少年的情緒智能無顯著差異；不同父母婚姻狀況青少年的情緒智能有顯著差異，且呈現在「壓力管理」之分量表上；不同家庭結構青少年的情緒智能有顯著差異，且表現在「壓力管理」之分量表上。 4. 不同性別之青少年之心理幸福感有顯著差異，表現在「自主性」與「自我接納」之分量表上；不同年級之青少年在心理幸福感上無顯著差異；不同父母婚姻狀況青少年的心理幸福感上有顯著差異，且表現在「正向人際關係」與「自我接納」之分量表上；不同家庭結構之青少年的心理幸福感有顯著差異，且呈現在「正向人際關係」與「自我接納」之分量表上。

最後，研究者依據本研究結果加以討論，並提出具體建議以供青少年實務工作者以及未來研究者參考。The main purpose of this study was to compare differences in emotional intelligence and psychologicalwell-being between aboriginal adolescents and non-aboriginal adolescents. Secondly, this study attempted to explore differences in emotional intelligence and psychological well-being among various demographic variables including gender, grade, parental marriage status and family structure. This study adopted a questionnaire survey and purposive sampling, choosing nine junior high schools from the Hualien and Taitung areas. The number of valid questionnaires was 688. The instruments included: Basic Information Form, Emotional Quotient Inventory: Youth Version (EQ-i: YV), and Scale of Psychological Well-Being. Data obtained in this study was then analyzed by MANOVAs. The main findings are as follows: 1. There were significant differences in emotional intelligence between aboriginal and non-aboriginal adolescents. The significant differences existed in the subscales of “interpersonal dimension” and the “general mood”, both with the aboriginal adolescents scoring higher than the non-aboriginal adolescents. 2. No significant difference was found in psychological well-being between aboriginal and non-aboriginal adolescents. 3. There were significant gender differences in emotional intelligence. The significant differences appeared in the subscales of “interpersonal dimension” and “stress management” between boys and girls. No significant difference was found among difference grades. A significant difference was found among adolescents with various parental marriage statuses in the dimension of “stress management”. Similarly, a significant difference was found among adolescents with different family structures in the dimension of “stress management”. 4. There were significant gender differences in psychological well-being in the dimensions of “autonomy” and “self-acceptance”. No significant difference was found among difference grades. Significant differences among adolescents with various parental marriage statuses were found in the “positive interpersonal relationship” and “self-acceptance” dimensions. Similarly, significant differences were found among adolescents with different family structures in the dimensions of “positive interpersonal relationship” and “self-acceptance”.

Finally, based on the results, implications of the study for counseling and education as well as suggestions for future research are proposed.