學生從二至九年級孤寂和憂鬱之發展及二者的關係探討

Abstract

研究目的：瞭解學生從二至九年級孤寂與憂鬱的發展，以及探討孤寂與憂鬱之軌跡類型的相關因素、二者間的時序關係及特定變項之影響。研究方法：以「兒童與青少年行為之長期發展研究計畫」2002年就讀二年級的學生當作樣本，擷取其二至九年級的調查資料，共有2,219人，女生佔51.1%。部分資料取自臺北市各行政區之戶政事務所、新竹縣政府主計處。以潛在成長模型、群體基礎軌跡模型和群體基礎雙重軌跡模型分析，瞭解學生從二至九年級孤寂與憂鬱之軌跡類型，利用多元邏輯斯迴歸模型與典型相關分析探討其相關因素，並以交叉延宕貫時性模型探討孤寂與憂鬱二者間的時序關係及特定變項之影響。研究結果：各年度有孤寂與有憂鬱的比率分別介於16.65-26.54%、19.33-28.01%，孤寂與憂鬱各自的軌跡類型皆為「持續低度」、「低度變中度」、「中度變低度」與「中度變高度」，雙重軌跡類型則有「皆持續低度」（28.17%）、「皆由低度變中度」（30.10%）、「皆由中度變低度」（23.43%）、「皆由中度變高度」（18.30%）。性別、抗逆能力的軌跡類型、過度使用電子產品的軌跡類型、親子活動的軌跡類型、父母懲罰的軌跡類型、父母爭執的軌跡類型、學校認同的軌跡類型、被霸凌的軌跡類型和鄰里互動的軌跡類型是具影響力之變項。孤寂與憂鬱二者間互為因果，上述具影響力之變項，多數具群聚效應，亦是影響孤寂與憂鬱之間關係的前置或中介變項。結論：學生從國小至國中孤寂與憂鬱之發展具高度一致性，二者的成因諸多相似，彼此間的關係非常緊密。有關單位必須正視學生從國小至國中孤寂與憂鬱共存，建議培育與提升兒童與青少年的抗逆能力、關懷過度使用電子產品者、建立良好的家庭氛圍、提高學生對學校的認同、營造零霸凌的校園環境、以多重群聚因素的角度來設計孤寂與憂鬱預防方案。

Objective: To explore trajectories and temporal relationships of loneliness and depression and their associated factors among students from childhood to early adolescence. Methods: Data were mainly obtained from the Child and Adolescent Behaviors in Long-term Evolution (CABLE) project; the others were from 12 Household Registration Office of Taipei City and Department of Budget, Accounting and Statistics of Hsinchu County. The study analyzed a panel sample of 2219 students (51.1% female) for 8 years (Grades 2 to 9) using latent growth curve modeling, group-based trajectory modeling, group-based dual trajectory modeling, multiple logistic regression model, canonical correlation analysis, and cross-lagged panel model. Results: Loneliness had a rate of 16.65-26.54%, and 19.33-28.01% for depression among students. Four trajectories of loneliness, and of depression, from childhood to early adolescence, were both identified, including persistent low, low to medium, medium to low, and medium to high. Also, we found four dual trajectories of loneliness and depression; they were both persistent low (28.2%), both low to medium (30.1%), both medium to low (23.4%), and both medium to high (18.3%). Gender, resilience, overuse of electronics (e.g., watch television, play game, etc.), parent-child activities, parent punishment, parent conflict, school identification, bullying and neighbor interactions were associated factors. Most of them had a combined effect on the co-existence of loneliness and depression, and were important predisposing and intervening factors. Conclusion: The trajectories of loneliness and depression and their associated factors were similar, and the temporal relationships between them were very close. Loneliness and depression highly coexisted during childhood and early adolescence. For preventing loneliness and depression, it is important to build resilience in young people, care for students with electronics overusing, create a warm family atmosphere, improve school identification, create a bullying-free environment in school, and develop prevention strategies with the perspective of multiple risk factors.