花東地區原、漢國小學童心理幸福感影響機制研究：兼論與學業成就的關聯性

A Study on the Mechanisms Affecting Psychological Well-being Among Aboriginal and Han Elementary School Students in the Hualien-Taitung Region: An Examination of the Relationship with Academic Achievement

本研究採用2015年「臺灣東部教育長期資料庫」國小六年級學生卷資料，以社會資本網絡理論建構研究架構，再以階層多元迴歸方法進行路徑分析，探討影響花東地區原、漢國小學童心理幸福感的因果機制。研究發現在控制學業成就和各類資本的中介機制之後，原住民學童的成就感比漢人學童高；男學童的成就感比女學童高，而疏離感比女學童低；雙親、單親家庭有利減少學童負向的心理幸福；獨子比排行中間的手足較少疏離感；而各類資本或不具中介、或具完全中介、部份中介的機制。其中，學校社會資本影響力最大，其次是家庭社會資本、學童文化資本，而家庭財務資本的影響力最小；而學童學業成就和心理幸福感的關聯性主要是來自於各類資本的中介作用。最後，根據研究發現對家長、學校、教育行政機關及未來研究提出若干的建議。

This study utilized data from the sixth-grade student survey of the“Eastern Taiwan Education Longitudinal Database”collected in 2015. A research framework was constructed based on social capital network the-ory, and hierarchical multiple regression methods were employed to con-duct path analysis to explore the causal mechanisms influencing psycho-logical well-being among Aboriginal and Han elementary school students in the Hualien-Taitung region. The findings revealed that after controlling for academic achievement and various forms of capital mediation mecha-nisms, Aboriginal students demonstrated higher levels of achievement satisfaction than Han students. Male students exhibited higher achieve-ment satisfaction and lower alienation than female students. Two-parent families or single-parent families were beneficial in reducing students’negative psychological well-being. Only children showed less alienation compared to middle-born siblings. Various forms of capital demonstrat-ed no mediation, complete mediation, or partial mediation mechanisms. Among these, school social capital had the greatest influence, followed by family social capital and students’cultural capital, while family financial capital had the least influence. The relationship between students’aca-demic achievement and psychological well-being was primarily attribut-able to the mediating effects of various forms of capital. Finally, based on the research findings, several recommendations were proposed to par-ents, schools, educational administration agencies and future research.