體驗區
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| 篇名 |
後期中等教育階段學生之學習困擾與憂鬱情緒關係探究：以自我效能為調節變項
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| 並列篇名 |
The Relationship between Learning Disturbance and Depressive Mood of Post-Secondary Students: Self-Efficacy as the Moderator
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| 作者 |
陳斐娟(Fei-Chuan Chen)
、陳科仁(Ko-Jen Chen)
、柯儀明(Yi-Ming Ko)
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| 中文摘要 |
本研究旨在探討後期中等教育（簡稱後中）階段學生的學習困擾與憂鬱情緒之關係，並以自我效能為調節變項。研究資料取自臺灣後期中等教育長期追蹤資料庫（Taiwan Upper Secondary Education Database, TUSED）所釋出「2014學年度高二及專二學生調查」全國公開版資料，篩選就讀高中（含綜高學術學程）和技職體系（含高職、綜高專門學程）之有效研究樣本19,615人，採階層多元迴歸等統計方法，檢視自我效能是否具有調節作用。研究結果發現：一、未控制其他變項情況下，後中女學生的憂鬱情緒、學習困擾顯著高於男性學生。二、未控制其他變項情況下，高中生的憂鬱情緒、學習困擾與自我效能等三個變項均較高職（技術型高中）學生來得高。三、控制性別與學制變項後，學習困擾與憂鬱情緒仍呈現顯著的關聯性，學習困擾愈高，憂鬱情緒也有愈高的可能性。四、以全體樣本檢視自我效能的調節效果發現自我效能確實可以正向地降低學習困擾對憂鬱情緒的影響程度；進一步依學制別分開檢視此一調節效果發現仍然存在。五、進一步將高中男、女學生分開檢視發現，高中女學生的自我效能仍具調節作用，但對高中男學生而言則未具調節效果；對於高職男女生而言也是類似，僅對高職女學生具有調節效果。再就自我效能三個分構面對憂鬱情緒之影響來看，在全體女學生、高中女學生、高職女學生三組樣本上，均以「堅持」之影響力最高，其次為「主動」，最後則是「努力」分構面。文末，本研究依據研究發現提出相關建議。
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| 英文摘要 |
The purpose of this research is to explore the relationship between learning disturbance and depressive mood of students in the post-secondary education stage, with self-efficacy as a moderator. The research data was taken from the survey released by Taiwan Upper Educational Secondary Database (TUESD). The data of the National Open Version of the “Senior High School and Secondary Two Channels Student Survey for the 103rd Academic Year” were used to select high schools (including comprehensive academic courses) and technical and vocational systems (including higher vocational education and comprehensive high school special courses) as the research sample. The effective research sample was 19,615 students. The statistical methods were descriptive statistics and hierarchical multiple regression. To investigate and examine whether self-efficacy is moderating, after controlling background factors, learning disturbance is set as the independent variable, and depressive mood as the dependent. The results of the study are summarized as follows. First, without controlling other variables, the depressive mood and learning disturbance of post-secondary female students are significantly higher than those of male students. Second, without controlling other variables, the three variables of high school students’ depressive mood, learning disturbance, and self-efficacy are higher in higher vocational (technical high school) students. Third, after controlling the gender and school program variables, learning disturbance and depressive mood still show a significant correlation. The higher the learning disturbance, the higher the possibility of depressive mood. Fourth, after the moderating effect of self-efficacy with the whole sample is examined, it is found that self-efficacy can indeed positively reduce the degree of the impact of learning disturbance on depressive mood; further, when this moderating effect is reviewed separately according to academic system, it is still found to exist. Fifth, further examination of high school male and female students reveals that the self-efficacy of high school female students still has a moderating effect, but it has no moderating effect for high school male students; a similar situation is found among high vocational boys and girls. Regarding the moderating effect of the three factors of self-efficacy on learning disturbance and depressive mood, all the female students, all the high school female students, and all the vocational female students have “persistence” as the highest influence, “initiative” as the second highest influence, and “effort” and the third highest influence. Finally, based on the findings of the study, relevant suggestions are made.
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| 頁次 |
101-136
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| 關鍵詞 |
自我效能
、後期中等教育
、憂鬱情緒
、學習困擾
、self-efficacy
、post-secondary education
、depressive mood
、learning disturbance
、TSSCI
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| 卷期 |
23:3
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| 日期 |
202008
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| 刊名 |
教育政策論壇
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| 出版單位 |
國立暨南國際大學教育政策與行政研究所
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| DOI |
10.3966/156082982020082303004
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