社會資本、自我概念及補習參與對國中生身心健康之影響--台北市、新北市、宜蘭縣城鄉差異之探討

• Main Author: 幸宇晴
• Other Authors: 林大森
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/90967280292186847176

碩士 === 佛光大學 === 社會學系 === 101 === Owing to more and more serious adolescent physical and mental health issues, this research focused on the issues to examine "social capital" "self-concept" and "cram education attendance" three possible factors. Through comparison with students among Taipei City, New Taipei City and Yi-Lan County, the researcher tried to explore the influences of these factors on students' differentiation of their health and on the degree of those impacts. The research source was from "Taiwan Youth Project" by Institute of Sociology, Academia Sinica. Junior high school students of year 2002 who responded the third time questionnaire was the object of study, which the effective samples were 2,664, including 1,031 in Taipei City, 38.7%; 1,036 in New Taipei City, 38,9%; and 597 in Yi-Lan County, 22.4%. The statistical methods applied descriptive statistics, t-test, ANOVA and multiple regression analysis. The results were described as following. 1. Differences between students from urban or rural areas wouldn't have influences on their well-being, happiness, so forth perceptive effects as well as their physical and mental health condition; Health among students from Taipei City, New Taipei City and Yi-Lan County had no urban or rural area differences. 2. The more abundant social capital was, the healthier a student would be; Yet the social capital wasn't the most influential factor toward student's scholastic achievement. Student's daily diligence in learning and self-expectation most counted. 3. Performance between cram education attendance and scholastic achievement wasn't linear relationship. To attend more cram education wouldn't help a lot; Too much cram education would make students feel exhausted and caused them negative behaviors at school. 4. The higher self-concept of junior high school students were, the better of their rank in class and their scholastic achievement, but they satisfied their scholastic achievement could never be enough; Otherwise, the less self-concept the worse scholastic achievement. Students with higher self-concept the healthier; elsewise the higher negative self-concept was, the worse of their health would be.