臺灣青少年未達成的教育規劃對其心理健康及自尊影響之縱貫性研究

A Longitudinal Study of the Effects of Unrealized Educational Plan on Mental Health and Self-Esteem Among Taiwanese Adolescents

未達成的教育規劃對心理健康的影響關係，究竟較符合自我差距理論所預測的結果，還是適應韌性理論所提出的調適韌性的展現？本研究運用「臺灣青少年成長歷程研究」提供的縱貫性資料，刪除遺漏值後計有618個樣本，以迴歸分析描繪臺灣青少年到成年初期未達成的教育規劃對成年中期的個人整體快樂程度、生活滿意程度和憂鬱等心理健康及自尊的影響。結果顯示，僅有高三階段未達成的教育規劃對成年中期的自尊有正向影響。此外，將教育期望向下調整作為調適策略可能會產生負面影響，但其效果在不同發展階段呈現異質性。鑑此，本研究針對教育實務提出生涯多元價值的輔導建議，並對未來探討未達成的教育規劃議題，提出生命歷程動態軌跡之研究建議。

The impact of unrealized educational plans on mental health, whether it aligns more with the predictions of the Self-Discrepancy Theory or the adaptive resilience presented by the Resilience Theory, remains an open question. This study applied longitudinal data from the Taiwan Youth Project, deleting missing values, which resulted in a total of 618 samples for analysis. Regression analysis was utilized to depict the influence of unrealized educational expectation during adolescence and early adulthood on an individual’s happiness, life satisfaction, depressive symptoms and self-esteem of middle adulthood. The findings reveal that unrealized educational plans at 12th grade in high school of Taiwanese adolescents significantly affect self-esteem in middle adulthood. Adjusting educational expectations downward as an adaptive strategy might result in adverse consequences, with effects varying across different developmental stages. Based on these results, the study proposes a few recommendations for educational practice, which include, specifically, sharing multiple definitions of success with students when it comes to career planning. Finally, the authors propose prospects for future research on unrealized educational plans through the lens of dynamic life course trajectories.