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    政大機構典藏 > 教育學院 > 教育學系 > 學位論文 >  Item 140.119/150130


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/150130


    Title: 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
    Authors: 許雅涵
    Hsu, Ya-Han
    Contributors: 余民寧
    Yu, Min-Ning
    許雅涵
    Hsu, Ya-Han
    Keywords: 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
    Date: 2024
    Issue Date: 2024-03-01 12:39:28 (UTC+8)
    Abstract: 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.
    In conclusion, the study proposes educational practices and research methods based on the results, providing references for educators and future research.
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