國中生知覺家庭關係、親師關係、同儕關係與班級生活幸福感之關係

Abstract

本研究旨在探討國中生知覺家庭關係、親師關係、同儕關係與班級生活幸福感的相關情形。研究過程採用分層隨機抽樣方法，共抽取臺北市、新北市6所公立國中七年級至九年級之男女學生，有效樣本共493人。 研究工具包括「基本資料表」、「家庭關係量表」、「親師關係量表」、「同儕關係量表」、「班級生活幸福感量表」，以SPSS 22.0套裝軟體進行信度分析與因素分析、描述性統計、單因子變異數分析、雪費法、皮爾森積差相關與迴歸分析進行資料處理。研究結果如下： 一、不同性別之國中生所知覺的同儕關係有顯著差異，女生優於男生。 二、不同年級之國中生所知覺的家庭關係、親師關係、同儕關係與班級生活幸福感皆無差異。 三、不同手足數之國中生所知覺的父母關係有顯著差異，有手足優於無手足。 四、不同成績表現之國中生所知覺的家庭關係、親師關係與同儕關係有差異。 五、不同家庭社經地位之國中生所知覺的父母關係、親子關係、親師關係、同儕關係與班級生活幸福感有差異。 六、國中生的家庭關係、親師關係、同儕關係與班級生活幸福感呈現顯著正相關。 七、國中生所知覺的家庭關係、親師關係、同儕關係能有效預測班級生活幸福感，其中以「同儕關係」對班級生活幸福感之預測力最高。 最後，研究者依據本研究結果加以討論，並提出具體建議，以作為學校輔導工作、親職教育與未來相關研究之參考。The purpose of the study was to explore the relationships between family relationship, parent-teacher relationship, peer relationship, and subjective class well-being among junior high school students. Participants were 493 junior high school students (244 males and 249 females) from six junior high schools in Taipei and New Taipei. The instruments applied were Basic Data Scale, Family Relationship Scale, Parent-teacher Scale, Peer Relationship Scale, and Subjective Class Well-Being Scale. The obtained data were analyzed by descriptive statistics, one-way ANOVA, Scheffe’s method, Pearson’s correlation, regression analysis. The results were as follows: 1. There was a significant difference between different genders in perception of peer relationship. The female’s perception of peer relationship was more positive than that of males. 2. There was a significant difference between different siblings in perception of parent relationship. The perceived parent relationship of the students with siblings was more positive than that of the students without siblings. 3. There was a significant difference among students with different achievements in their perception of family relationship, parent-teacher relationship, and peer relationship. 4. There was a significant difference among students of different socioeconomic status in perception of parent relationship, parent-child relationship, parent-teacher relationship, peer relationship, and subjective class well-being. 5. There was apositive correlation between perceived family relationship, parent-teacher relationship, peer relationship, and subjective class well-being. 6. The subjective class well-being is predictable from the perceived family relationship, parent-teacher relationship, and peer relationship, with the peer relationship being the most powerful predictor. Implications of this study for junior high school guidance work, parental education, and suggestions for future researches were also discussed.