| Summary: | 碩士 === 中國文化大學 === 生活應用科學研究所 === 98 === Abstract
Depression, cancer, and AIDS are the three major illnesses in the 21 century. According to the Statistics of WHO, about 200 million populations around the world have been affected by depression, which will be resulted in human incapability in the future. This study focused on investigating the relationship between parents’ marital quality and teenagers’ depression tendency in senior high and vocational high school students in Taipei.
This study used a questionnaire and quota sampling survey method. Samples were from the students of senior high and vocational high schools in Taipei city. Eight hundred thirty eight questionnaires were issued, among which 810 were valid returns (96.7%). The instrument of this research includes: “Personal and Family Background Questionnaire”, “Parents’ Marital Quality Scale”, and “Self-Examination of Teenagers’ Depression Scale”. Statistical analyses were conducted by using SPSS 12.0 for Windows. Descriptive statistics, one sample t-test, independent samples t-test, one-way ANOVA, Scheffé method, Pearson’s product-moment correlation, and multiple regression were used to analyze the data. The major findings were as follows:
A. Current status of “parents’ marital quality” of senior high and vocational high schools students in Taipei city:
The degree of “parents’ marital quality” tends to be at “medium-low”, and the dimension of “respective acceptance” showed the highest degree, “emotional interaction” and “housework sharing” showed the lowest degree.
B. The degree of “Depression Tendency” of senior high and vocational high school students in Taipei city:
1.Fifty percent of the participants’ “depression tendency” belongs to the group of “self-solution”.
2.Thirty-four percent of the participants’ “depression tendency” belongs to the group of “needing special care”.
3.Seventeen percent of the participants’ “depression of tendency” belongs to the group of “high risk”.
C. The differences among the participants’ “personal background factors”, “parents’ marital quality”, and “depression tendency”:
1.A difference between “parents’ marital quality” and “type of high school” was found to be statistically significant.
2.A difference among the participants’ “depression tendency”, “type of high school”, and “grade level” was found to be statistically significant.
D. The differences among participants’ “family background factors”, “parents’ marital quality”, and “depression tendency”:
1.There are significant differences among participants’ “parents’ marital quality”, “family types”, and “family social economics status”. “Parents’ marital quality” in the groups of “two-parent family”, “extended family” and “other family” are significantly higher than the group of “single-parent family”.
2.There is a negative correlation between participants’ perception of “parents’ marital conflict” and “parents’ marital quality”. The higher the participants’ “parents’ marital conflict”, the lower the participants’ “parents’ marital quality”.
3.The participants’ “parents’ marital quality” of high and medium of social economics status (SES) groups are higher than the low SES group.
4.There is a positive correlation between participants’ perception of “parents’ marital conflict” and “depression tendency”. The higher the participants’ “parents’ marital conflict”, the higher the participants’ “depression tendency”.
E. The Correlation between participants’ awareness of “parents’ marital quality” and “depression tendency”:
1.There is a negative correlation between participants’perception of “parents’ marital quality” and “depression tendency”. The level of negative correlation was low.
2.There is a negative correlation between participants’“emotional interchange” in “parents’ maritalquality” and “depression tendency”. The level of negative correlation was low.
3.There is a negative correlation between participants’ “degree of perception” in the “parents’marital quality” and “depression tendency”. The level of negative correlation was low.
4.There is a negative correlation between participants’ “respective acceptance” in “parents’ marital quality” and “depression tendency”. The level of negative correlation was low.
5.There is a negative correlation between participants’ “housework sharing” in “parents’ marital quality” and “depression tendency”. The level of negative correlation was low.
6.There is a negative correlation between participants’“interaction satisfaction” in “parents’ marital quality”and“depression tendency”. The level of negative correlation was low.
F. The prediction of “personal background factors”, “family background factors”, “parents’ marital quality” in relation to “ depression tendency ” of senior high and vocational high school students in Taipei :
1.Among the perception of the participants, “ type of high school-public school ”, “type of family-single-parent family ”and “family background in parents’ marital conflict” can effectively predict “ parents’ marital quality ” to 36％ of the total variance.
2.Among the perception of participants’ “personal background factors”, “family background factors”, and “ depression tendency ” associates with “ type of high school-public senior high school ”, “ type of high school-vocational school ”, “the personal background factor-grade level” and “family background factor-parents’ marital conflict” can effectively predict “depression” to 6％ of the total variance.
3.Among the perception of participants’ “personal background factors”, “family background factors”, and “depression tendency” associates with “type of high school-public senior high school”, “the personal background factor-grade level” and “total number of parents’ marital quality” can effectively predict “depression” to 9％ of the total variance.
Drawing the findings and conclusion from this study, the suggestions to the students of senior high and vocational high school in Taipei, parents, schools, related organizations and government are as follows. It is to provide counseling references to the people who care about parents’ marital quality and teenagers’ depression tendency.
A. To the Students
1.Teenagers can learn emotional exchange, interaction skills, and gender role playing through parents’ marriage experiences.
2.Teenagers should apply what they have learned at school to their family life, build a warm environment at home, and promote their parents’ marital quality.
3.Teenagers should participate in more outdoor activities. It will help release stress and lighten their mood.
4.Teenagers should learn how to manage their emotions by paying attention to their mental health. They need to practice voicing their problems and seek the right path to solve the problems. They should focus on helping the community and leading an optimistic, energetic lifestyle.
B. To the parents
1.Parents must maintain completed functions of family. They need to encourage emotional interaction and sharing housework. To do so, the teenagers will grow confidence on their parents’ marital quality.
2.Parents should have better financial plans and make adjustments accordingly. Keep children informed the financial stress existing in the family. Have high quality of parent-children relationship can not only prevent the children feel lack of warm feeling from the family, but will increase high self-expectation.
3.Parents need to cherish each other and avoid conflicts. Without doing so, the quality of parents’ marriage will become poor, then the teenage children will likely get depression.
4.Parents should pay attention to the parent-children relationship. They need to help their children release their unhappiness. This will avoid the tendency to go into depression.
C. To the school, government, and counseling organizations
1.Schools need to offer related courses to assist students in resolving the issues and stress of emotional disorders that have been identified. Schools should have counselors and trained instructors to guide students to a place where they can safely uncover those issues and deal with them in more effective ways.
2.Schools need to provide teachers and administrators the opportunities to have professional workshops or seminars in family education and depression. The trainings can help students who struggle with depressions in time.
3.Schools need to offer extracurricular for students. Advocate students to volunteer their time for community services and act to release their stress.
4.Teachers must be able to evaluate student-parent relationships. They need to encourage communication between the children and the adults. This will benefit the students’ mental growth.
5.The government and counseling organizations should offer related marriage management, growth seminars, and conferences to the married couples. It will provide effective counseling and helpful suggestions to promote the effectiveness of marriage management.
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