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題名 學校歸屬感對幸福感長遠的影響：從長期追蹤資料庫驗證
A Longitudinal Study of School Belonging and Wellbeing in Taiwanese Adolescents作者 許雅涵
Hsu, Ya-Han貢獻者 余民寧
Yu, Min-Ning
許雅涵
Hsu, Ya-Han關鍵詞 學校歸屬感
幸福感
臺灣教育長期追蹤資料庫
臺灣教育長期追蹤資料庫後續調查
潛在成長曲線模型
school belonging
wellbeing
TEPS
TEPS-B
latent growth model日期 2024 上傳時間 1-Mar-2024 12:39:28 (UTC+8) 摘要 學校歸屬感為學生與校園及校內成員的連結程度，過往研究指出學校歸屬感對學生心理健康有所助益，然而當學生離開校園後，學校歸屬感對心理健康長期影響的證據是有限的，因此本研究目的為探討臺灣青少年學校歸屬感的成長軌跡以及對於日後幸福感的影響。本研究資料來源為臺灣教育長期追蹤資料庫（Taiwan Education Panel Survey, TEPS）公共版中第一波至第四波國中核心追蹤樣本，以及臺灣教育長期追蹤資料庫後續調查（Taiwan Education Panel Survey and Beyond, TEPS-B）2014年及2019年核心追蹤樣本資料，使用潛在成長模型進行資料分析。 本研究結果發現：1.TEPS資料庫測量題項可在國一、國三、高二、高三形成學校歸屬感構面。2.臺灣青少年學生的學校歸屬感成長軌跡呈現線性下降漸緩的成長曲線，學校歸屬感的起始狀態與發展速度具有個別差異，且起始狀態與發展速度具有顯著的負相關，代表隨著時間拉長，學校歸屬感起始狀態越高的學生其發展速度越緩。3.本研究驗證了學校歸屬感的長期影響，學校歸屬感的起始水平對於高三、25-26歲以及30-31歲的幸福感有顯著的正向影響；在發展趨勢的部分，仍可以解釋高三以及25-26歲的幸福感，但無法解釋30-31歲的幸福感。4.國中曾經轉學的學生在學校歸屬感的起始狀態較低，發展速度沒有顯著影響；男生在學校歸屬感的起始狀態顯著低於女生，發展速度也相較女生陡峭；學生就讀學術導向高中其學校歸屬感的起始狀態高於非學術導向高中，發展速度也較為平緩；國中區位部分，就讀於鄉村或城鎮的學生，其學校歸屬感會比就讀都市的學生來的高，發展速度沒有顯著影響；高中學校區位則對於學校歸屬感的起始狀態及成長速度沒有顯著影響。最後，依據研究結果提出教育實務以及研究方法之建議，提供教育工作者及後續研究之參考。
School belonging refers to the connection between students as well as the members within the school community. Previous research has indicated that the school belonging is beneficial to students' well-being. However, there is limited evidence on the long-term impact of school belonging on mental health when students leave the campus. This study examined the trajectories of school belonging among Taiwanese adolescents and investigated how the growth trajectory would affect the wellbeing in adolescents and early adulthood. The research data are derived from the Taiwan Education Panel Survey (TEPS) public version, including the first to fourth waves of the core panel samples, as well as the Taiwan Education Panel Survey and Beyond (TEPS-B) 2014 and 2019core panel data. Latent growth models are used for data analysis. The result shows: First, the study identifies latent variables of school belonging for Taiwanese adolescents on junior and senior high school. Second, the unconditional growth model finds the growth trajectory of school belonging decline gradually across grad 7 to grade 12. The initial levels and slope of school belonging indicate individual differences, with a significant negative correlation between the initial levels and slope. This suggests that over time, students with higher initial levels of school belonging experience a slower rate of decline. Third, the study verifies the long-term impact of school belonging, showing that the initial levels of school belonging significantly influences adolescent wellbeing in grade 12, as well as at ages 25-26 and 30-31. Regarding the growth trend, it explains wellbeing in grade 12 and at ages 25-26 but not at age 30-31. In the conditional growth models, students who have transferred schools in junior high exhibit lower initial levels. Boys reported a lower sense of school belonging than girls and steeper slope. Students attending academic-oriented high schools reporte higher initial levels and slower slope of school belonging than those attending non-academic-oriented. In terms of junior high school location, students in rural or town areas have higher school belonging than those in urban areas. However, high school location does not significantly affect the initial levels and slope of school belonging. 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國立政治大學
教育學系
105152513資料來源 http://thesis.lib.nccu.edu.tw/record/#G0105152513 資料類型 thesis dc.contributor.advisor 余民寧 zh_TW dc.contributor.advisor Yu, Min-Ning en_US dc.contributor.author (Authors) 許雅涵 zh_TW dc.contributor.author (Authors) Hsu, Ya-Han en_US dc.creator (作者) 許雅涵 zh_TW dc.creator (作者) Hsu, Ya-Han en_US dc.date (日期) 2024 en_US dc.date.accessioned 1-Mar-2024 12:39:28 (UTC+8) - dc.date.available 1-Mar-2024 12:39:28 (UTC+8) - dc.date.issued (上傳時間) 1-Mar-2024 12:39:28 (UTC+8) - dc.identifier (Other Identifiers) G0105152513 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/150130 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 105152513 zh_TW dc.description.abstract (摘要) 學校歸屬感為學生與校園及校內成員的連結程度，過往研究指出學校歸屬感對學生心理健康有所助益，然而當學生離開校園後，學校歸屬感對心理健康長期影響的證據是有限的，因此本研究目的為探討臺灣青少年學校歸屬感的成長軌跡以及對於日後幸福感的影響。本研究資料來源為臺灣教育長期追蹤資料庫（Taiwan Education Panel Survey, TEPS）公共版中第一波至第四波國中核心追蹤樣本，以及臺灣教育長期追蹤資料庫後續調查（Taiwan Education Panel Survey and Beyond, TEPS-B）2014年及2019年核心追蹤樣本資料，使用潛在成長模型進行資料分析。 本研究結果發現：1.TEPS資料庫測量題項可在國一、國三、高二、高三形成學校歸屬感構面。2.臺灣青少年學生的學校歸屬感成長軌跡呈現線性下降漸緩的成長曲線，學校歸屬感的起始狀態與發展速度具有個別差異，且起始狀態與發展速度具有顯著的負相關，代表隨著時間拉長，學校歸屬感起始狀態越高的學生其發展速度越緩。3.本研究驗證了學校歸屬感的長期影響，學校歸屬感的起始水平對於高三、25-26歲以及30-31歲的幸福感有顯著的正向影響；在發展趨勢的部分，仍可以解釋高三以及25-26歲的幸福感，但無法解釋30-31歲的幸福感。4.國中曾經轉學的學生在學校歸屬感的起始狀態較低，發展速度沒有顯著影響；男生在學校歸屬感的起始狀態顯著低於女生，發展速度也相較女生陡峭；學生就讀學術導向高中其學校歸屬感的起始狀態高於非學術導向高中，發展速度也較為平緩；國中區位部分，就讀於鄉村或城鎮的學生，其學校歸屬感會比就讀都市的學生來的高，發展速度沒有顯著影響；高中學校區位則對於學校歸屬感的起始狀態及成長速度沒有顯著影響。最後，依據研究結果提出教育實務以及研究方法之建議，提供教育工作者及後續研究之參考。 zh_TW dc.description.abstract (摘要) School belonging refers to the connection between students as well as the members within the school community. Previous research has indicated that the school belonging is beneficial to students' well-being. However, there is limited evidence on the long-term impact of school belonging on mental health when students leave the campus. This study examined the trajectories of school belonging among Taiwanese adolescents and investigated how the growth trajectory would affect the wellbeing in adolescents and early adulthood. The research data are derived from the Taiwan Education Panel Survey (TEPS) public version, including the first to fourth waves of the core panel samples, as well as the Taiwan Education Panel Survey and Beyond (TEPS-B) 2014 and 2019core panel data. Latent growth models are used for data analysis. The result shows: First, the study identifies latent variables of school belonging for Taiwanese adolescents on junior and senior high school. Second, the unconditional growth model finds the growth trajectory of school belonging decline gradually across grad 7 to grade 12. The initial levels and slope of school belonging indicate individual differences, with a significant negative correlation between the initial levels and slope. This suggests that over time, students with higher initial levels of school belonging experience a slower rate of decline. Third, the study verifies the long-term impact of school belonging, showing that the initial levels of school belonging significantly influences adolescent wellbeing in grade 12, as well as at ages 25-26 and 30-31. Regarding the growth trend, it explains wellbeing in grade 12 and at ages 25-26 but not at age 30-31. In the conditional growth models, students who have transferred schools in junior high exhibit lower initial levels. Boys reported a lower sense of school belonging than girls and steeper slope. Students attending academic-oriented high schools reporte higher initial levels and slower slope of school belonging than those attending non-academic-oriented. In terms of junior high school location, students in rural or town areas have higher school belonging than those in urban areas. However, high school location does not significantly affect the initial levels and slope of school belonging. In conclusion, the study proposes educational practices and research methods based on the results, providing references for educators and future research. en_US dc.description.tableofcontents 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與研究問題 4 第三節 名詞釋義 5 第二章 文獻探討 7 第一節 歸屬感的定義與理論機制 7 第二節 學校歸屬感的定義與測量 10 第三節 學校歸屬感的重要性與長期影響 15 第四節 青少年的幸福感 20 第五節 影響學校歸屬感的影響因素 23 第三章 研究設計與實施 29 第一節 研究架構與研究假設 29 第二節 研究資料來源與使用 32 第三節 變項的測量 37 第四節 資料處理與分析方法 48 第四章 研究結果與討論 53 第一節 研究變項的描述性統計與驗證性因素分析 53 第二節 學校歸屬感的成長軌跡 65 第三節 學校歸屬感的成長軌跡對日後幸福感的長期影響 70 第四節 學校歸屬感的成長軌跡與共變數的關係 73 第五節 假設考驗結果與綜合討論 76 第五章 結論與建議 87 第一節 結論 87 第二節 研究貢獻 88 第三節 研究限制 89 第四節 建議 91 參考文獻 95 附錄 113 zh_TW dc.format.extent 1917870 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0105152513 en_US dc.subject (關鍵詞) 學校歸屬感 zh_TW dc.subject (關鍵詞) 幸福感 zh_TW dc.subject (關鍵詞) 臺灣教育長期追蹤資料庫 zh_TW dc.subject (關鍵詞) 臺灣教育長期追蹤資料庫後續調查 zh_TW dc.subject (關鍵詞) 潛在成長曲線模型 zh_TW dc.subject (關鍵詞) school belonging en_US dc.subject (關鍵詞) wellbeing en_US dc.subject (關鍵詞) TEPS en_US dc.subject (關鍵詞) TEPS-B en_US dc.subject (關鍵詞) latent growth model en_US dc.title (題名) 學校歸屬感對幸福感長遠的影響：從長期追蹤資料庫驗證 zh_TW dc.title (題名) A Longitudinal Study of School Belonging and Wellbeing in Taiwanese Adolescents en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 壹、中文部分 于承平（2019）。技術型高中課程綱要轉化研究。學校行政，120（3），61-77。https://doi.org/10.6423/HHHC.201903_(120).0003 余民寧（2009）。試題反應理論（IRT）及其應用。心理。 余民寧（2013）。縱貫性資料分析—LGM 的應用。心理。 阮孝齊（2015）。國中學生學校歸屬感影響模式之研究。當代教育研究季刊，23（3），81-123。https://doi.org/10.6151/CERQ.2015.2303.03 阮孝齊（2018）。原住民族國中學生學習態度及學校歸屬感影響因素之探 究。台灣原住民研究論叢，24，93-124。 吳宜臻、葉明嘉、藍志玟（2022）。分流對學生心理發展影響之評析：以德國中等教育分流制度為例。教育研究月刊，333，123-139。https://doi.org/10.53106/168063602022010333008 李佩嬛、黃毅志（2011）。原漢族群、家庭背景與高中職入學考試基測成績、教育分：以臺東縣為例。教育科學研究期刊，56（1），1-34。 巫博瀚、陸偉明、賴英娟（2012）。台灣青少年快樂發展之縱貫性研究: 二階層線性成長模式的發現。中華輔導與諮商學報，34，1-18。https://doi.org/10.7082/CJGC.201212.0001 林啟超、 謝智玲（2001）。高職學生之目標取向對學習策略與學習成就之關係研究。測驗統計年刊，9，131-168。https://doi.org/10.6773/JRMS.200112.0131 林燕慧（2004）。國中生 [非自然] 轉學現象與轉學適應之探究─ 志願的? 被迫的?[碩士論文，國立臺灣大學]。臺灣博碩士論文知識加值系統。 邱皓政、林碧芳（2016）。孰優、孰弱？臺灣學生學習成就軌跡之異質性分 析。當代教育研究季刊，24（1），33-79。https://doi.org/10.6151/CERQ.2016.2401.02 張苙雲（2011）臺灣教育長期追蹤資料庫：資料使用手冊。 https://srda.sinica.edu.tw/SRDA/userfiles/files/W1W2W3W4_JSF_使用手冊20111201.pdf 張苙雲（2021a）。台灣教育長期追蹤資料庫：第一波(2001)國中學生問卷資料(C00124_B)【原始數據】取自中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。https://doi:10.6141/TW-SRDA-C00124_B-2 張苙雲（2021b）。台灣教育長期追蹤資料庫：第二波(2003)國中學生表現評量資料(C00137_F)【原始數據】取自中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。https://doi:10.6141/TW-SRDA-C00137_F-2 張苙雲（2021c）。台灣教育長期追蹤資料庫：第三波(2005)高中職五專學生問卷資料(C00175_A)【原始數據】取自中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。https://doi:10.6141/TW-SRDA-C00175_A-2 張苙雲（2021d）。台灣教育長期追蹤資料庫：第四波(2007)高中職五專學生問卷資料(C00189_A)【原始數據】取自中央研究院人文社會科學研究中 心調查研究專題中心學術調查研究資料庫。https://doi:10.6141/TW-SRDA-C00189_A-2 張國祥（2010）。澳門在PISA 2003數學素養測試計劃中學校歸屬感相關 議題之詳盡分析。課程與教學季刊，13(1)，95-116。https://doi.org/10.6384/CIQ.201001.0095 許崇憲（2018）。中學生快樂與學業能力之關係的縱貫性研究。教育心理學 報， 49（3），413-435。https://doi.org/10.6251/BEP.201803_49(3).0004 黃毅志（2011）。台灣的教育分流、勞力市場階層結構與地位取得。心理。 黃銘福、黃毅志（2014）。台灣地區出身背景、國中學業成績與高中階段教育分流之關聯。教育實踐與研究，27（2），67-98。 廖培珊、林定香（2012）。以分段潛在成長曲線模式探討青少年的健康與快樂感。數據分析，7（2），29-52。https://doi.org/10.6338/JDA.201204_7(2).0002 劉素倫、林清文（2007）。國中教師班級經營與學生學習動機之研究 。輔導與諮商學報，29（1），1-24。https://doi.org/10.7040/JGC.200705.0001 關秉寅（2017）。 從學校到勞力市場：簡介「台灣教育長期追蹤資料庫」及其後續追蹤調查。中國統計學報， 55（1）， 25-41。 關秉寅（2021a）。台灣教育長期追蹤資料庫後續調查：教育與勞力市場的連結-2001/2003 年國中學生樣本2014年調查 (公共版)(E10259_3)【原始數據】取自中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。https://doi:10.6141/TW-SRDA-E10259_3-3 關秉寅（2021b）。台灣教育長期追蹤資料庫後續調查：教育與勞力市場的連結-2005/2007 年高中職五專學生核心樣本2019年調查 (公共版)(C00352)【原始數據】取自中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。https://doi:10.6141/TW-SRDA-C00352-2 貳、西文部分 Abubakar, A., Van de Vijver, F. 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