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題名:國中生主觀幸福感、正向心理資本、健康促進生活型態與負向情緒調節對憂鬱影響之研究
作者:楊怡萱
作者(外文):Yang,YI-HSUAN
校院名稱:國立臺南大學
系所名稱:教育學系課程與教學碩博士班
指導教授:陳惠萍
學位類別:博士
出版日期:2016
主題關鍵詞:主觀幸福感正向心理資本健康促進生活型態負向情緒調節憂鬱subjective well-bingpositive psychological capitalhealth promoting lifestylenegative mood regulationdepression
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摘要
本研究旨在探討主觀幸福感、正向心理資本、健康促進生活型態與負向情緒調節對憂鬱之相互關係,從而建構各變項間可能的影響路徑。本研究採問卷調查法,以臺灣地區1150位國中生為研究對象。研究工具則包含心理健康量表、正向心理資本量表、健康促進生活型態量表與負向情緒調節量表等四份量表。本研究採用描述統計、單因子變異數分析及結構方程模式分析資料,研究結果陳述如下:
一、國中生心理健康量表、正向心理資本量表、健康促進生活型態量表與負向情緒調節量表具有良好的信、效度。
二、在國中生主觀幸福感上,男性高於女性;七年級生高於八年級生以及九年級生;具有擔任幹部經驗國中生高於不具有擔任幹部經驗國中生。
三、在國中生正向心理資本上,男性的挫折復原力與正向思考高於女性;具有擔任幹部經驗的正向思考高於不具有擔任幹部經驗。
四、在國中生健康促進生活型態上,男性的健康知覺與健康行動高於女性;女性的營養行為與人際關係高於男性;七年級學生的健康知覺高於九年級學生,七年級學生的營養行為高於八年級學生與九年級學生,以及七年級學生的健康行動高於八年級學生與九年級學生。具有擔任幹部經驗的健康知覺、健康行動與人際關係高於不具有擔任幹部經驗。
五、在國中生負向情緒調節上,男性高於女性。
六、正向心理資本對健康促進生活型態與主觀幸福感有正向直接效果,主觀幸福感對憂鬱有負向直接效果,正向心理資本會透過主觀幸福感影響憂鬱,具有負向間接的影響效果。
七、正向心理資本對負向情緒調節與主觀幸福感有正向直接效果,主觀幸福感對憂鬱有負向直接效果,正向心理資本會透過主觀幸福感影響憂鬱,具有負向間接的影響效果。
本研究根據資料分析結果進行討論,並對相關人員與未來研究提出建議。
The main purposes of this study were to explore the interactive relationships of Junior High school students' mental health, positive psychological capital, health promoting lifestyle and negative mood regulation, and further to examine a path model of these variables. The participants in this study were 1150 junior high school students in Taiwan. Moreover, the employed instruments included the Inventory of Mental Health, the Inventory of Social Support, the Inventory of Positive Psychological Capital, the Inventory of Health Promoting Lifestyle, and the Inventory of Negative Mood Regulation. The collected data was analyzed by descriptive statistics, one-way ANOVA and SEM. The main findings of this study were as follows:
1. The scales were apporiate to evaluate junior high school students' mental health, positive psychological capital, health promoting lifestyle and negative mood regulation.
2. Subjective well-bing, positive psychological capital, health promoting lifestyle and negative mood regulation of junior high school students differed according to gender.
3. Subjective well-bing and health promoting lifestyle of junior high school students differed according to grade.
4. Subjective well-bing, positive psychological capital, and health promoting lifestyle of junior high school students differed according to experience for cllass cadres.
5. While positive psychological capital positively influenced their health promoting lifestyle and subjective well-being, subjective well-being positively influenced their depression. in addition, while positive psychological capital negatively influenced their depression via subjective well-being.
6. While positive psychological capital positively influenced their negative mood regulation and subjective well-being, subjective well-being positively influenced their depression. in addition, while positive psychological capital negatively influenced their depression via subjective well-being.
Finally, the researcher proposed some suggestions for education and future research.
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