青少年自尊成長趨勢及相關影響因素探討
Discussion of Adolescent Self-esteem Growth and the Relevant Factors
- 關鍵字：
- 青少年自尊 、家庭凝聚力 、班級氣氛 、臺灣青少年成長歷程研究 / self-esteem of adolescents 、family cohesion 、classroom climate 、Taiwan Youth Project
第六十輯．第三期 - 2014-09-30
國中校長服務領導與教師正向情緒、工作壓力及學校生活適應之關聯探析黃文三、沈碩彬
The Relationship among Principals’ Service Leadership, Teachers’ Positive Emotions, Work Stress, and School Life Adjustment in Junior High SchoolsHuang, Wen-san、Shen, Shou-pin
青少年自尊成長趨勢及相關影響因素探討蕭佳純、蘇嘉蓉
Discussion of Adolescent Self-esteem Growth and the Relevant FactorsHsiao, Chia-chun、Su, Chia-jung
再論多元文化教育的困境張建成
Revisiting the Multicultural MythsChang, Jason Chien-chen
德國大學組織重構之邊界張源泉
On the Border of Organizational Restructuring at German UniversitiesChang, Yuan-chuan
- 摘要
- 英文摘要
- 參考文獻
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本研究之目的在於瞭解青少年自尊的成長趨勢及其相關影響因素，運用臺灣青少年成長歷程資料庫（Taiwan Youth Project, TYP）中，2000年就讀國一之樣本（J1）所調查的資料共五波（分別於國一、國二、國三、高三及大二等時間點進行調查），以兩層次階層線性模式進行縱貫性分析，研究樣本共2,617位。研究結果發現，青少年自尊存在顯著的個體間差異，且其成長曲線從國一到大二的七年間呈現先下降後上升之趨勢。在青少年自尊的全體變異量中，來自個體間的變異量占46.1%，自尊各階段成長率中，國一到國二、國二到國三為負成長，國三到高三以及高三到大二則為正成長。本研究亦討論國一時的家庭凝聚力與班級氣氛對青少年自尊的影響，結果發現，對初階段的自尊為正向影響；另外，國一時的班級氣氛也會影響自尊的成長速率，且為正向調節的影響。
This study aims to understand adolescent self-esteem growth and the relevant factors. Samples of G7 students in 2000 (J1) from the Taiwan Youth Project (TYP) database are investigated in five waves (at grade 7, grade 8, grade 9, grade 12, and the second year of university). A total of 2617 samples went through longitudinal analyses with a two-level hierarchic linear model. The research findings show significant inter-individual difference in adolescent self-esteem, and the growth curve moves downwards and then upwards from grade 7 to university. The inter-individual variance of adolescent self-esteem accounts for 46.1% of the differences. The self-esteem growth rate appears negative at the stages of G7-G8 and G8-G9, and positive at the stages of G9-G12 and G12 to the second year of university. Meanwhile, the effects of family cohesion and classroom climate on adolescent self-esteem at G7 are also discussed, where positive effects have positive effects on self-esteem in a preliminary way. What is more, the classroom climate would also positively affect the self-esteem growth rate at G7.
