依附、憂鬱和積極因應對青少年學校生活困擾之影響性研究

Impacts of Attachment, Depression, and Active Coping on Adolescent School Life Disturbance

本研究旨在探討青少年父母依附和同儕依附的關聯，以及依附、憂鬱和積極因應對於青少年學校生活困擾的預測力。研究者採用追蹤調查研究設計，以229 名青少年為對象，以其九年級時的母親依附、父親依附和憂鬱情緒，以及十年級時的好友依附和積極因應策略使用等自變項，預測他們十年級時的學校生活困擾程度。Pearson 積差相關分析和多元逐步迴歸分析結果顯示：（1）九年級時的母親依附焦慮和父親依附焦慮，與十年級的好友依附焦慮和好友依附逃避，存有顯著正相關；（2）九年級時的母親依附逃避和父親依附逃避，與十年級的好友依附焦慮、好友依附逃避皆無顯著關聯；（3）九年級時的母親和父親依附逃避和依附焦慮愈高，其憂鬱情緒愈高；（4）九年級時的憂鬱情緒、十年級時的好友依附焦慮和積極因應策略使用，可以顯著預測十年級時的學校生活困擾。三個變項的累積可解釋變異量為29%。然而，九年級時的母親和父親依附逃避和依附焦慮，未能成功預測十年級的學校生活困擾。由於九年級進入十年級是一個重要學習轉換階段，學生剛進入新的校園環境，格外需要教育輔導人員的協助，以適應學校生活；根據研究發現，研究者建議高中職五專的學校輔導人員，提供十年級青少年積極因應策略介入方案和同儕關係促進輔導方案。此外，國中輔導人員應針對九年級的青少年，設計適當的憂鬱防治情緒管理方案。透過學校輔導人員的攜手努力，促進青少年學校階段轉換時的適應。

The transition from the 9th grade to the 10th grade0 in Taiwan could be one of the most stressful times for many Taiwaneseadolescents. This involves leaving the junior high school that they were familiar with and entering a new school environment(i.e., a senior high school, a vocational school, or a junior college). Adolescents face various academic and social challengesin the new environment (e.g., learning new curriculums, getting to know new teachers, and establishing new friendshipnetwork). Findings of previous studies have revealed that school-related concerns have troubled many Taiwanese adolescents(Chen, 2006; Liu, 2004; Ou, 2012; Tung, 2018; Wang, 2007). The ability to adjust in the new school environment increasesthe chance of successfully entering the emerging adulthood. Furthermore, school maladjustment increases the risk of dropout,mental health problems, and/or misbehaviors (King, 2003; Henry et al., 2009; Maynard et al., 2015). Studies have revealedthat parental and peer attachment (Al-Yagon et al., 2016; Laible et al., 2000; Lim & Lee, 2017), active coping (Lu, 2014;Merlo & Lakey, 2007), and the level of mental health in the past (Bond et al., 2007; Duchesne & Ratelle, 2014) significantlycontribute to adolescent school adjustment. However, most previous studies have adopted a cross-sectional design and haveoverlooked variables when considering the effect of time on adjustment. This study adopted a longitudinal panel designapproach. The author intended to examine the predicting effects of parental attachment and depression at 9th grade as well asthe effects of peer attachment and active coping strategies at 10th grade on adolescents' school adjustment. Specifically, thisstudy aimed to (1) examine the relationship between parental attachment and peer attachment and (2) explore predictingfactors for adolescent school adjustment during their transition from a junior high school to a senior high school, a vocationalschool, or a junior college. Of the sample of 229 adolescents, 161 (70.3%) were girls and 68 (29.7%) were boys. Except 11participants who did not report their age, the mean age of the rest of the participants was 16.38 years (range = 15.75–17.75years, SD = 0.33). Furthermore, 104 (45.4%) participants attended a senior high school, 82 (35.8%) were from a vocationalschool, and 42 (18.3%) were from a junior college, a comprehensive high school, or other types of schools. The RelationshipStructure Questionnaire-Chinese (RSQ-C; Wang & Neville, 2006), Coping Strategies Scale-Chinese (CSS-C; Ji, 2002),Adolescents' Behavioral Disturbance Scale-Chinese (ABDS-C; Lin, 2002), Adolescent Depression Scale (ADS; John TungFoundation, n.d.), and a demographic questionnaire were administered. The Cronbach's alpha coefficients of these scaleswere above .73. Participants completed the surveys twice. Participants' levels of attachment anxiety and attachmentavoidance toward their mother and toward their father as well as levels of depression were assessed when they were in the9th grade.