| Summary: | 碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 99 === Data for this study were collected through questionnaires. First, the author discussed the contents of the interpersonal relationships and well-being; second, the author analyzed the differences between interpersonal relationship and well-being on different background variables. Finally, the author analyzed the relationships between the interpersonal relationships and well-being. The questionnaires were distributed and collected from the forth to sixth grade students at the elementary schools in Penghu County. The stratified random sampling was used to select 988 children including 280 immigrant children and 708 native-born children. 960 questionnaires were distributed and 953 useable samples were obtained. The sample data was analyzed by using descriptive statistics, T-test, hierarchical regression analysis and structural equation model, etc. The main research results are as the following statements.
1. The identical characteristics of immigrant children and native-born children
(1) Both immigrant children and native-born children have good interpersonal relationships and well-being.
(2) Female students on teacher-pupil relationships are more significant than the male students.
(3) The students in two parents family are highly significant than the students in one parent family (living with father) on family relationships, peer-relationships, emotion recognition, life-satisfaction, mental health, and well-being.
(4) The students living in the different area on well-being are not significant.
(5) The students living in the family with higher socioeconomic status on mental health and self-satisfaction are more significant than the students living in the family with lower socioeconomic status.
(6) The influnence of background variables (gender, living area, family structure and socioeconomic status) to perceived well-being is extremely low.
(7) The interpersonal relationships have significantly positive effects on well-being.
2. The different characteristics for immigrant children and native-born children
(1) The native-born children are more significant than immigrant children on family relationships, peer relationships, interpersonal relationships
(2) The native-born children are significantly higher than immigrant children on living satisfaction and self satisfaction.
(3) The immigrant children of different gender on family relationships, peer relationships and well-being have no significant difference. However, the female students of native-born children are more significant than the male students.
(4) The immigrant children living at Magong City on family relationship are more significant than the children living on off-shore Island.
(5) The family structure of immigrant children on teacher-pupil relationships has no significant difference. However, the teacher-pupil relationships of native-born children living in two-parent family are much more significant than native-born children living in one-parent family( living with father). One the other hand, the native-born children in two-parent faimly on living satisfaction are more significant than the children only living with mother.
(6) The family structure of the immigrant children on interpersonal relationships and well-being have no significant difference. However, native-born children with higher socioeconomic status have highly significant differences than the native-born children with lower socioeconomic status on interpersonal relationships and well-being.
Based on the research results, the author will propose suggestions to educational administration authority, school counsolors and teachers, and parents for reference.
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