The Study of Social Support, Hope and Resilience among Junior High School Students

• Main Authors: Chen, Yi Fang, 陳誼芳
• Other Authors: Yu, Min Ning
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/85340105626721587967

碩士 === 國立政治大學 === 教育學系 === 104 === Today, diplomaism has almost become a trend on education in Taiwan. Too much emphasis on the intellectual development to ignore the lack of mental status. Are the students feel happy for their life? Past research indicated that mental health and adaption of teenagers were related to internal mental capacity and external social support. In 21st century, positive psychology has transformed the viewpoint of emphasising on personal problem into the condition of positive development and internal mental capacity. The main purpose of this study was to explore the external social support and internal mental capacity effect on the resilience of teenagers. Therefore, this study was to investigate the relationship between social support, hope and resilience of junior high school students in Taiwan, and to explore the mediation effect of hope between social support and resilience. After paper questionnaire survey, an efficient sample size of 948 junior high school students from north, south, east and midland of Taiwan were collected. In order to measure their behaviour of social support, hope and resilience, all of the participants had to complete three questionnaires, the Social Support Scale, the Hope Scale and the Resilience Scale. Moreover, the data analysis was based on SPSS and SEM. The main results were summarized as follows: About the background variables: 1.Students with different gender were significantly different in the scores of social support, hope, emotional support, instrumental support, agency, whole hope and empathy & interpersonal interaction. 2.Students from different school districts were significantly different in the scores of hope, resilience, whole hope and problem solving & cognition maturity. 3.Students with different educational achievement of father were significantly different in the scores of instrumental support. 4.Students with different educational achievement of mother were significantly different in the scores of instrumental support. 5.Students with different government subsidiaries qualification were significantly different in the scores of informational support. About the structural model: 1.Social support had positive influence on hope directly. 2.Social support had positive influence on resilience directly. 3.Hope had positive influence on resilience directly. 4.The relationship between social support and resilience is partially mediated by hope.