高中生親子關係對人際壓力因應策略及幸福感之相關研究

Abstract

本研究旨在探討高中生親子關係、人際壓力因應策略、幸福感及之間的相關性與現況。研究工具為「親子關係量表」、「人際互動量表」及「心理健康量表」，並以問卷調查法針對全國高中生蒐集459份有效樣本。所得資料透過描述性統計、獨立樣本t檢定、單因子變異數分析及多元迴歸分析進行分析，主要研究發現如下：在相關分析中，親子關係、人際壓力因應策略及幸福感兩兩之間呈現顯著的相關 。其中，親子關係對人際壓力因應策略具有部分預測力，其中「信任感」與「親近依賴」可正向預測「協調策略」；「情感交流」可正向預測「抗爭策略」；「信任感」則對「抗爭策略」具負向預測力；親子關係與幸福感之間具有顯著正相關，且具正向預測效果，其中以「親近依賴」對幸福感的預測力最為顯著；在人際壓力因應策略方面，「協調策略」與「抗爭策略」可正向預測幸福感；「委曲求全策略」為負向預測因子。在中介分析中，「協調策略」在親子關係與幸福感之間具有部分中介效果。最後依據研究結果進行討論並提出相關建議，以作為高中階段學校輔導老師、輔導實務及未來研究之參考。

The purpose of the research is to explore the current situation and the relationships among parent-child relationship, interpersonal stress coping strategies, well-being in high school students. The research instruments included a self-developed"Parent-Child Relationship Scale," "Interpersonal Interaction Scale," and "Mental Health Scale." The participants contained 459 samples collected. The applied analysis methods included descriptive statistics, independent samples t-tests, one-way ANOVA, and multiple regression analysis. The results of this study were as follows: In the correlation analysis, significant relationships were found among parent-child relationships, interpersonal stress coping strategies, and well-being. Parent-child relationships showed partial predictive power for interpersonal stress coping strategies: Trust and attachment-dependence positively predicted coordinative strategies; emotional communication positively predicted confrontational strategies; while trust negatively predicted confrontational strategies. Parent-child relationships were also significantly and positively correlated with well-being, with attachment-dependence being the strongest predictor. Among coping strategies, both coordinative and confrontational strategies positively predicted well-being, whereas compliant strategies served as a negative predictor. In the mediation analysis, coordinative strategy was found to play a partial mediating role in the relationship between parent-child relationship and well-being.Finally, based on the research findings, relevant discussions and recommendations are proposed to serve as references for high school guidance counselors, counseling practice, and future research.