| Summary: | 碩士 === 國立臺北大學 === 統計學系 === 95 === The purpose of this research is to investigate the life satisfaction and deviance behaviors of high school students with different living backgrounds in Taiwan area. Research data are high school students in the dataset of “Report of the Juvenile condition survey”. This study first applies factor analysis to extract four life satisfaction factors, namely: family satisfaction, self satisfaction, course satisfaction, and social satisfaction. Next, individual characters, living backgrounds, and family backgrounds are analyzed to understand the differences of life satisfaction in each life satisfaction factor under different living backgrounds. Finally, a logistic regression model is built to discuss the relation between deviance behaviors and living backgrounds as well as life satisfaction.
The major findings of this research are listed follows:
1. Different personal backgrounds influence each life satisfaction factor significantly.
(1) Family satisfaction is significantly influenced by the education stages, gender, ethnicity, supplementary education, negative experience, recreational type, live condition, father’s parenting styles, and mother’s parenting styles.
(2) Self satisfaction is significantly influenced by the education stages, gender, supplementary education, negative experience, recreational type, live condition, father’s parenting styles, and mother’s parenting styles.
(3) Course satisfaction is significantly influenced by the education stages, ethnicity, negative experience, recreational type, father’s parenting styles, and mother’s parenting styles.
(4) Social satisfaction is significantly influenced by the education stages, gender, ethnicity, supplementary education, recreational type, live condition, father’s parenting styles, and mother’s parenting styles.
2. Personal background and subjective life satisfaction provide an effective prediction towards the deviation behavior.
(1) Logistic regression model shows that family satisfaction, course satisfaction, education stages, gender, ethnicity, supplementary education, negative experience, recreational type, live condition, and mother’s parenting styles are significant variables of student's deviation behavior.
(2) Deviation behaviors are reduced by higher family satisfaction and course satisfaction.
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