| Summary: | 碩士 === 國立臺灣師範大學 === 衛生教育研究所 === 89 === The purpose of this study is to understand: (1) the perceptual life stress events of junior high school students; (2) the sources and level of their social support;(3) the coping behaviors when they face stress; (4) psycho-physical health situation; (5) the differentiation of life stress, social support and coping behaviors by grades, sex, resident situation, family structure, family social- economic status; (6) the interrelation of subjective life stress, social support and coping behaviors.
The sample of 455 students is randomly choosed from two of six junior high schools in Tao-yuan through mutil-stage sampling. The findings of this study are as follows:
1.Most of the perceptual life stress events are:(1) school events (2) family events (3) individual events (4) friendship with the other sex. Subjective life stress has significant differences in grades, sex, resident situation, family structure, family social-economic status.
2.When junior high school students face stress, they first seek their families as supporters, then they go for classmates, at last they come to their teachers. In general, the most accessible social support is informational support, the next is emotional support, and the last is instrumental support.
3.The most frequently-used coping behavior is positive emotional adaptation, and the next are active solving & positive reinterpretation, seeking social support, escapism and venting of emotions and seeking diversions. Active solving & positive reinterpretation and seeking social support show differences in grades and sex.
4.As far as psycho-physical health problems are concerned, what happens most is social dysfunction, the next is anxiety & insomnia, then somatic symptoms, and the last is severe depression.
5.In terms of the relation between factors and psycho-physical health: (1)subjective life stress has significant meaning in junior high school students'' psycho-physical health problems (2)As for social support, instrumental support has direct effect and buffer effect, whereas informational support and emotional support don''t. (3)As for coping behaviors, emotion-focused coping and problem-focused coping both have direct effect, but have no buffer effect.
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