Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/118840
|
| Title: | 中介效果的時序設計與因果推論
Sequence Design and Causal Inference of Mediation Effect |
| Authors: | 洪兆祥
Hung, Chao-Hsiang |
| Contributors: | 余民寧
洪兆祥
Hung, Chao-Hsiang |
| Keywords: | 中介模型
時序設計
因果推論
Mediation effect
Sequence design
Causal inference |
| Date: | 2018 |
| Issue Date: | 2018-07-24 11:03:17 (UTC+8) |
| Abstract: | 中介模型的本質在於解釋研究變數之間的因果傳遞機制，乃是當代社會科學領域中最常被使用的研究架構。然而大多數研究使用的橫斷中介設計，缺乏時間因素將難以進行因果推論的判斷，嚴重危害研究結果的正確性。本研究旨在探討中介模型如何進行完備的因果推論。其研究目的之一：探究中介模型的時序設計與因果推論的關係。其研究目的之二；探討現存的中介模型在因果推論上的完備條件。其研究目的之三：提出增強因果推論完備條件的可能策略為何。
本研究共有兩個子研究：研究一以443位國三學生為對象，採用五次模擬考成績為效標變數，並以「數學焦慮量表」、「數學學習動機量表」為工具，進行為期一年的追蹤測量。經描述統計分析、相關分析、路徑分析與中介檢定，結果顯示：
1. 在橫斷中介模型當中，數學焦慮為原因的因果推論較具完備條件。
2. 在序列中介模型當中，數學焦慮為原因的因果推論較具完備條件。
3. 在縱貫中介模型當中，數學焦慮為原因的因果推論，與數學學習動機為原因的因果推論，兩者的完備條件相當。
研究二以台灣青少年成長計畫資料庫當中的1529位國一學生為對象，分別選取親子互動、自尊與憂鬱做為研究變數，在八年之間時進行三次追蹤測量。經描述統計分析、相關分析、路徑分析與中介檢定，結果顯示：
1. 在橫斷中介當中，自尊的中介效果達顯著水準。
2. 在序列中介當中，自尊的中介效果達顯著水準。
3. 在縱貫中介當中，自尊的中介效果未達顯著水準。
本研究根據資料分析結果進行討論，並對未來研究提出建議。
The purpose of mediation model is to explain the causal transfer mechanism among variables and it is a commonly used research framework in social science. However, most of the studies adapted cross sectional mediation analysis, which lacked sufficient time in making causal inferences. Such a practice may lead to a severe inaccuracy in data interpretation.
Therefore, this study aims to investigate how mediation models can achieve comprehensive causal inferences. The first research purpose is to examine the relationship between sequence design and causal inference of mediation models. The second research purpose is to investigate the comprehensiveness of the causal inferences in the existing mediation models. The third research purpose is to discuss possible strategies that can be used to enhance causal inference.
There are two research conducted in this study. For the first research, the participants were 443 ninth graders underwent a one year panel measurement. Five mock exam grades were used as the criterion variable, and the anxiety of mathematic exam and the motivation of learning mathematic were the research variables. With descriptive analysis, correlational analysis, path analysis, and mediation test, the results are as follow:
1. In the cross-sectional mediation model, it is more adequate to assume the anxiety of mathematic exam as the reason from causal inference. 2. In the sequential mediation mode, it is more adequate to assume the anxiety of mathematic exam as the reason from causal inference. 3. In the longitudinal mediation model, the anxiety of mathematic exam and the motivation of learning mathematic as the reason from causal inference are equally adequate.
The second research included 1529 seventh graders from TYP databased. Parent-child interaction, self-esteem and depression were used as the variables, and three panel measurements were taken over eight years. With descriptive analysis, correlational analysis, path analysis, and mediation analysis, the results are as follow:
1. In the cross-sectional mediation model, the mediation effect of self-esteem was significant. 2. In the sequential mediation mode, the mediation effect of self-esteem was significant. 3. In the longitudinal mediation model, the mediation effect of self-esteem was not significant.
The results and findings are discussed and implications for future research are also suggested. |
| Reference: | 王金香（2010）。焦慮與動機影響數學學習之縱貫研究（未出版之博士論文）。國立政治大學，臺北市。
伊慶春(2012a)。台灣青少年成長歷程研究：國一樣本(J1)第四波，青少年問卷 (公共版)(C00179_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。
伊慶春(2012b)。台灣青少年成長歷程研究：國一樣本(J1)第八波，青少年問卷 (公共版)(C00272_2)【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。
伊慶春(2014)。台灣青少年成長歷程研究：國一樣本(J1)第一波，青少年問卷 (公共版)(C00176_4)【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。
余民寧(2013)。縱貫性資料分析—LGM的應用。臺北市：心理。
吳明隆、葛建志（2006）。國民小學學生數學歸因信念, 數學態度, 數學焦慮與數學成就之相關研究。高雄師大學報，21，1-18。
吳欣璇、金瑞芝(2011)。華人家庭文化脈絡下新住民母親的親子關係：以一越南出生與柬埔寨長大的新住民母親為例。應用心理研究，51，111-148。
吳齊殷、黃鈺婷(2010)。青少年初期身心健康變化及其動態影響變因之討論。中華心理衛生學刊，23(4)，535-562。
李仁豪（2005）。以結構方程模式探討並驗證成就目標與學習行為的關係。教育與心理研究，28（3），551-580。
林杏足(2003)。青少年自尊量表編製報告。測驗學刊，50(2)，223-256。
邱皓政（2017）。多層次模式與縱貫資料分析：Mplus8解析應用。臺北市：五南。
邱皓政、孫國勛（2011）。調查數據的事實與反事實研究：以商管學生就學滿意度為例。教育與心理研究，34(3)，1-28。
陳毓文(2004)。少年憂鬱情緒的危險與保護因子之相關性研究。中華心理衛生學刊，17(4)，67-95。
陳瑞麟（2017）。科學哲學：假設的推理。臺北市：五南。
黃韞臻、林淑惠(2012)。樂觀∕悲觀對大學生學習倦怠的差異分析。臺灣心理諮商季刊，4(4)，14-36。
詹志禹（1993）。因果關係與因果推理。國立政治大學學報，6，1-15。
詹志禹（2002）。科學發現與知識成長：我們能從科學哲學當中學到什麼？應用心理研究，15，105-127。
蔡文標、許天威、蕭金土（2003）。影響國小數學低成就學生數學成就的相關因素之研究。特殊教育學報，17，1-37。
賴俊生、謝亞恆（2017）。快樂，男女有別嗎？青少年自尊對憂鬱情緒的性別差異。高雄師大學報，43，31-56。
顏綵思、魏麗敏(2005)。臺灣中部地區國中小學生自我概念、父母管教方式對攻擊行爲影響之研究。臺中教育大學學報：教育類，19(2)，23-48。
關秉寅、李敦義（2008）。補習數學有用嗎？一個“反事實”的分析。臺灣社會學刊，41，97-148。
魏麗敏（1996）。國小學生學習動機、數學焦慮與數學成就之研究。國民教育研究集刊，4，133-155。
蘇曉憶、戴嘉南(2008)。青少年完美主義、自尊與其憂鬱傾向之相關研究。諮商輔導學報：高師輔導所刊，18，123-154。
Abramowitz, J. S., Nelson, C. A., Rygwall, R., & Khandker, M. (2007). The cognitive mediation of obsessive-compulsive symptoms: A longitudinal study. Journal of Anxiety Disorders, 21(1), 91-104.
Barnes, G. M., Reifman, A. S., Farrell, M. P., & Dintcheff, B. A. (2000). The effects of parenting on the development of adolescent alcohol misuse: A six‐wave latent growth model. Journal of Marriage and Family, 62(1), 175-186.
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
Bauer, D. J., Preacher, K. J., & Gil, K. M. (2006). Conceptualizing and testing random indirect effects and moderated mediation in multilevel models: New procedures and recommendations. Psychological Methods, 11, 142–163.
Belsky, J., Pasco Fearon, R. M., & Bell, B. (2007). Parenting, attention and externalizing problems: Testing mediation longitudinally, repeatedly and reciprocally. Journal of Child Psychology and Psychiatry, 48(12), 1233-1242.
Bentley, J. P., Brown, C. J., McGwin Jr, G., Sawyer, P., Allman, R. M., & Roth, D. L. (2013). Functional status, life-space mobility, and quality of life: A longitudinal mediation analysis. Quality of Life Research, 22(7), 1621-1632.
Blau, P. M., & Duncan, O. D. (1967). The American occupational structure. New York, NY: Wiley.
Bullock, J. G., Green, D. P., & Ha, S. E. (2010). Yes, but what’s the mechanism? Journal of Personality and Social Psychology, 98, 550–558.
Burton, C. M., Marshal, M. P., Chisolm, D. J., Sucato, G. S., & Friedman, M. S. (2013). Sexual minority-related victimization as a mediator of mental health disparities in sexual minority youth: A longitudinal analysis. Journal of Youth and Adolescence, 42(3), 394-402.
Caprara, G. V., Alessandri, G., & Eisenberg, N. (2012). Prosociality: The contribution of traits, values, and self-efficacy beliefs. Journal of Personality and Social Psychology, 102(6), 1289-1303.
Carlson, J. D. (2004). Body image among adolescent girls and boys: A longitudinal study. Developmental Psychology, 40(5), 823-835.
Carvalho, T., Alvarez, M. J., Barz, M., & Schwarzer, R. (2015). Preparatory behavior for condom use among heterosexual young men: A longitudinal mediation model. Health Education & Behavior, 42(1), 92-99.
Chen, X., Stanton, B., Fang, X., Li, X., Lin, D., Zhang, J., & Yang, H. (2006). Perceived smoking norms, socioenvironmental factors, personal attitudes and adolescent smoking in China: A mediation analysis with longitudinal data. Journal of Adolescent Health, 38(4), 359-368.
Cheong, J. (2011). Accuracy of estimates and statistical power for testing meditation in latent growth curve modeling. Structural Equation Modeling, 18(2), 195-211.
Cole, D. A., & Maxwell, S. E. (2003). Testing mediational models with longitudinal data: Questions and tips in the use of structural equation modeling. Journal of Abnormal Psychology, 112(4), 558-577.
Crocetti, E., Klimstra, T., Keijsers, L., Hale, W. W., & Meeus, W. (2009). Anxiety trajectories and identity development in adolescence: A five-wave longitudinal study. Journal of Youth and Adolescence, 38(6), 839-849.
Curran, P. J., Howard, A. L., Bainter, S. A., Lane, S. T., & McGinley, J. S. (2014). The separation of between-person and within-person components of individual change over time: A latent curve model with structured residuals. Journal of Consulting and Clinical Psychology, 82(5), 879-894.
Daniel, E., Madigan, S., & Jenkins, J. (2016). Paternal and maternal warmth and the development of prosociality among preschoolers. Journal of Family Psychology, 30(1), 114-124.
Daniels, E., & Leaper, C. (2006). A longitudinal investigation of sport participation, peer acceptance, and self-esteem among adolescent girls and boys. Sex Roles, 55(11-12), 875-880.
Deacon, S. H., Kieffer, M. J., & Laroche, A. (2014). The relation between morphological awareness and reading comprehension: Evidence from mediation and longitudinal models. Scientific Studies of Reading, 18(6), 432-451.
Dinh, K. T., Roosa, M. W., Tein, J. Y., & Lopez, V. A. (2002). The relationship between acculturation and problem behavior proneness in a Hispanic youth sample: A longitudinal mediation model. Journal of Abnormal Child Psychology, 30(3), 295-309.
Fisher, R. A. (1935). The design of experiments (1st ed.). Edinburgh, Scotland: Oliver and Boyd.
Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519.
Falci, C. D. (2008). Gender trajectories of adolescent depressed mood: The dynamic role of stressors and resources. Advances in Life Course Research, 13, 137-160.
Effron, B., & Tibshirani, R. J. (1993). An introduction to the bootstrap. New York: Chapman & Hall.
Feddes, A. R., Noack, P., & Rutland, A. (2009). Direct and extended friendship effects on minority and majority children’s interethnic attitudes: A longitudinal study. Child Development, 80(2), 377-390.
Ferguson, G. M. (2013). The counterintuitive psychological benefits of intergenerational discrepancies in family prioritization for Jamaican adolescent-parent dyads. Journal of Research on Adolescence, 23(1), 35-44.
Garst, H., & Fay, D. (2007). Making things happen: Reciprocal relationships between work characteristics and personal initiative in a four-wave longitudinal structural equation model. Journal of Applied Psychology, 92(4), 1084-1102.
Hampson, S. E. (2008). Mechanisms by which childhood personality traits influence adult well-being. Current Directions in Psychological Science, 17(4), 264-268.
Hampson, S. E., Goldberg, L. R., Vogt, T. M., & Dubanoski, J. P. (2006). Forty years on: Teachers’ assessments of children’s personality traits predict self-reported health behaviors and outcomes at midlife. Health Psychology, 25(1), 57-64.
Hampson, S. E., Goldberg, L. R., Vogt, T. M., & Dubanoski, J. P. (2007). Mechanisms by which childhood personality traits influence adult health status: Educational attainment and healthy behaviors. Health Psychology, 26(1), 121-125.
Harvey, E. A., Breaux, R. P., & Lugo-Candelas, C. I. (2016). Early development of comorbidity between symptoms of attention-deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD). Journal of Abnormal Psychology, 125(2), 154-167.
Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408-420.
Hayes, A. F. (2017). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: Guilford.
Hertzog, C., & Nesselroade, J. R. (2003). Assessing psychological change in adulthood: An overview of methodological issues. Psychology and Aging, 18(4), 639-657.
Hume, D., Árdal, P. S., & MacNabb, D. G. C. (1739). A treatise of human nature: being an attempt to introduce the experimental method of reasoning into moral subjects. London: John Noon.
Idris, M. K., O`Driscoll, M. P., & Anderson, M. H. (2011). Longitudinal mediation effects of strain on the relationships between role stressors and employees` withdrawal responses. Stress and Health, 27(5), 403-412.
Imai, K., Jo, B., & Stuart, E. A. (2011). Commentary: Using potential outcomes to understand causal mediation analysis. Multivariate Behavioral Research, 46(5), 861-873.
Jang, H., Kim, E. J., & Reeve, J. (2012). Longitudinal test of self-determination theory`s motivation mediation model in a naturally occurring classroom context. Journal of Educational Psychology, 104(4), 1175-1188.
Kant I. (1781). Kritik der reinen Vernunft. Riga bei Johann Friedrich Hartknoch.
Lazarsfeld, P. F. (1955). Interpretation of statistical relations as a research operation. In P. F. Lazarsfeld, & M. Rosenberg (Eds.), The language of social research: A reader in the methodology of social research (pp. 115–125). Glencoe, IL: Free Press.
Little, T. D., Preacher, K. J., Selig, J. P., & Card, N. A. (2007). New developments in latent variable panel analyses of longitudinal data. International Journal of Behavioral Development, 31(4), 357-365.
Luyckx, K., Soenens, B., Goossens, L., & Vansteenkiste, M. (2007). Parenting, identity formation, and college adjustment: A mediation model with longitudinal data. Identity, 7(4), 309-330.
Magidson, J. F., Blashill, A. J., Safren, S. A., & Wagner, G. J. (2015). Depressive symptoms, lifestyle structure, and ART adherence among HIV-infected individuals: A longitudinal mediation analysis. AIDS and Behavior, 19(1), 34-40.
Mathieu, J. E., DeShon, R. P., & Bergh, D. D. (2008). Mediational inferences in organizational research: Then, now, and beyond. Organizational Research Methods, 11(2), 203-223.
MacKinnon, D. P., Lockwood, C. M., Hoffman, J. M., West, S. G., & Sheets, V. (2002). A comparison of methods to test mediation and other intervening variable effects. Psychological Methods, 7(1), 83-104.
Maxwell, S. E., & Cole, D. A. (2007). Bias in cross-sectional analyses of longitudinal mediation. Psychological Methods, 12(1), 23-44.
Maxwell, S. E., Cole, D. A., & Mitchell, M. A. (2011). Bias in cross-sectional analyses of longitudinal mediation: Partial and complete mediation under an autoregressive model. Multivariate Behavioral Research, 46(5), 816-841.
McArdle, J. J. (2009). Latent variable modeling of differences and changes with longitudinal data. Annual Review of Psychology, 60, 577-605.
McLaughlin, K. A., Hatzenbuehler, M. L., & Hilt, L. M. (2009). Emotion dysregulation as a mechanism linking peer victimization to internalizing symptoms in adolescents. Journal of Consulting and Clinical Psychology, 77(5), 894-904.
Meadows, S. O., Brown, J. S., & Elder Jr., G. H. (2006). Depressive symptoms, stress, and support: Gendered trajectories from adolescence to young adulthood. Journal of Youth and Adolescence, 35(1), 89-99.
Meredith, W., & Tisak, J. (1990). Latent curve analysis. Psychometrika, 55(1), 107-122.
Mitchell, M. A., & Maxwell, S. E. (2013). A comparison of the cross-sectional and sequential designs when assessing longitudinal mediation. Multivariate Behavioral Research, 48(3), 301-339.
Morgan S. L., & Winship, C. (2014). Counterfactuals and causal inference methods and principles for social research (2nd ed.). Cambridge, England: Cambridge University Press.
Muller, D., Judd, C. M., & Yzerbyt, V. Y. (2005). When moderation is mediated and mediation is moderated. Journal of Personality and Social Psychology, 89, 852–863.
Negriff, S., Ji, J., & Trickett, P. K. (2011). Exposure to peer delinquency as a mediator between self-report pubertal timing and delinquency: A longitudinal study of mediation. Development and Psychopathology, 23(1), 293-304.
Nielsen, K., Randall, R., Yarker, J., & Brenner, S. O. (2008). The effects of transformational leadership on followers’ perceived work characteristics and psychological well-being: A longitudinal study. Work & Stress, 22(1), 16-32.
Paxton, S. J., Neumark-Sztainer, D., Hannan, P. J. & Eisenberg, M. E. (2006). Body dissatisfaction prospectively predicts depressive mood and low self-esteem in adolescent girls and boys. Journal of Clinical Child and Adolescent Psychology, 35(4), 539-549.
Pearl, J. (2000). Causality: Models, reasoning and inference. Cambridge, MA: Cambridge University Press.
Pearl, J. (2009). Causal inference in statistics: An overview. Statistics Surveys, 3, 96-146.
Pearl, J. (2012). The causal mediation formula—a guide to the assessment of pathways and mechanisms. Prevention Science, 13, 426–436.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students` self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105.
Plotnikoff, R. C., Pickering, M. A., Flaman, L. M., & Spence, J. C. (2009). The role of self-efficacy on the relationship between the workplace environment and physical activity: A longitudinal mediation analysis. Health Education & Behavior, 37(2), 170-185.
Rogosa, D. (1980). A critique of cross-lagged correlation. Psychological Bulletin, 88(2), 245-258.
Reddy, R., Rhodes, J. E., & Mulhall, P. (2003). The influence of teacher support on student adjustment in the middle school years: A latent growth curve study. Development and Psychopathology, 15(1), 119-138.
Reichardt, C. S. (2011). Commentary: Are three waves of data sufficient for assessing mediation? Multivariate Behavioral Research, 46(5), 842-851.
Reinboth, M., & Duda, J. L. (2006). Perceived motivational climate, need satisfaction and indices of well-being in team sports: A longitudinal perspective. Psychology of Sport and Exercise, 7(3), 269-286.
Richter, A., Näswall, K., & Sverke, M. (2010). Job insecurity and its relation to work—family conflict: Mediation with a longitudinal data set. Economic and Industrial Democracy, 31(2), 265-280.
Robitaille, A., Piccinin, A. M., Muniz-Terrera, G., Hoffman, L., Johansson, B., Deeg, D. J., & Hofer, S. M. (2013). Longitudinal mediation of processing speed on age-related change in memory and fluid intelligence. Psychology and Aging, 28(4), 887-901.
Simons, R. L., Chao, W., Conger, R. D., & Elder, G. H. (2001). Quality of parenting as mediator of the effect of childhood defiance on adolescent friendship choices and delinquency: A growth curve analysis. Journal of Marriage and Family, 63(1), 63-79.
Rubin, D. B. (2004). Direct and indirect causal effects via potential outcomes. Scandinavian Journal of Statistics, 31(2), 161-170.
Shpitser, I. (2013). Counterfactual graphical models for longitudinal mediation analysis with unobserved confounding. Cognitive Science, 37(6), 1011-1035.
Shrout, P. E. (2011). Commentary: Mediation analysis, causal process, and cross-sectional data. Multivariate Behavioral Research, 46(5), 852-860.
Spinrad, T. L., Eisenberg, N., Cumberland, A., Fabes, R. A., Valiente, C., Shepard, S. A., & Guthrie, I. K. (2006). Relation of emotion-related regulation to children`s social competence: A longitudinal study. Emotion, 6(3), 498-510.
Spinrad, T. L., Eisenberg, N., Gaertner, B., Popp, T., Smith, C. L., Kupfer, A., & Hofer, C. (2007). Relations of maternal socialization and toddlers` effortful control to children`s adjustment and social competence. Developmental Psychology, 43(5), 1170-1186.
Stahl, D., Rimes, K. A., & Chalder, T. (2014). Mechanisms of change underlying the efficacy of cognitive behavior therapy for chronic fatigue syndrome in a specialist clinic: A mediation analysis. Psychological Medicine, 44(06), 1331-1344.
Swart, H., Hewstone, M., Christ, O., & Voci, A. (2011). Affective mediators of intergroup contact: A three-wave longitudinal study in South Africa. Journal of Personality and Social Psychology, 101(6), 1221-1238.
Taris, T. W., & Kompier, M. A. (2006). Games researchers play—Extreme-groups analysis and mediation analysis in longitudinal occupational health research. Scandinavian Journal of Work, Environment & Health, 32(6), 463-472.
Tein, J. Y., Sandler, I. N., Ayers, T. S., & Wolchik, S. A. (2006). Mediation of the effects of the Family Bereavement Program on mental health problems of bereaved children and adolescents. Prevention Science, 7(2), 179-195.
Turner, J. E., & Schallert, D. L. (2001). Expectancy–value relationships of shame reactions and shame resiliency. Journal of Educational Psychology, 93(2), 320-329.
von Soest, T., & Hagtvet, K. A. (2011). Mediation analysis in a latent growth curve modeling framework. Structural Equation Modeling, 18(2), 289-314.
Wickrama, K. A., Lorenz, F. O., & Conger, R. D. (1997). Parental support and adolescent physical health status: A latent growth-curve analysis. Journal of Health and Social Behavior, 38(2), 149-163.
Widaman, K. F., Ferrer, E., & Conger, R. D. (2010). Factorial invariance within longitudinal structural equation models: Measuring the same construct across time. Child Development Perspectives, 4(1), 10-18.
Willett, J. B., & Sayer, A. G. (1994). Using covariance structure analysis to detect correlates and predictors of individual change over time. Psychological Bulletin, 116(2), 363-381.
Wills, T. A., Sargent, J. D., Stoolmiller, M., Gibbons, F. X., & Gerrard, M. (2008). Movie smoking exposure and smoking onset: A longitudinal study of mediation processes in a representative sample of US adolescents. Psychology of Addictive Behaviors, 22(2), 269-277.
Wolchik, S. A., Tein, J. Y., Sandler, I. N., & Ayers, T. S. (2006). Stressors, quality of the child–caregiver relationship, and children`s mental health problems after parental death: The mediating role of self-system beliefs. Journal of Abnormal Child Psychology, 34(2), 212-229.
Wood, A. M., Maltby, J., Gillett, R., Linley, P. A., & Joseph, S. (2008). The role of gratitude in the development of social support, stress, and depression: Two longitudinal studies. Journal of Research in Personality, 42(4), 854-871.
You, J., Lin, M. P., & Leung, F. (2015). A longitudinal moderated mediation model of nonsuicidal self-injury among adolescents. Journal of Abnormal Child Psychology, 43(2), 381-390. |
| Description: | 博士
國立政治大學
教育學系
100152511 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0100152511 |
| Data Type: | thesis |
| DOI: | 10.6814/DIS.NCCU.EDU.020.2018.F02 |
| Appears in Collections: | [教育學系] 學位論文
|
Files in This Item:
| File |
Size | Format | |
|---|
| 洪兆祥.pdf | 1963Kb | Adobe PDF2 | 2103 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
