多重角色婦女之健康促進生活、社會支持對其角色壓力與身心健康關係的影響

Abstract

本研究為縱貫性研究，主要研究目的有二：1.多重角色婦女的健康促進生活、社會支持、角色壓力、身心健康的變化；2.多重角色婦女健康促進生活、社會支持對其角色壓力與身心健康關係的影響機制。研究對象為95學年度護理、教育、社工、諮商與輔導所的碩、博士班新生，該女研究生需同時為職業婦女、研究生，且與先生同住。本研究有兩次資料收集時間點，第一次為入學的第1-2週，第二次為期中考期間1-2週，資料的收集是以問卷的方式進行，問卷包含基本資料、角色壓力、健康促進生活、社會支持、身心健康等五部分。 得到資料後，個人屬性主要以平均值、標準差、中位數、百分比等描述性統計分析資料，使用t-test比較流失/未流失在入學期間變項的平均值的差異情形；以t-test與皮爾森積差相關檢測雙變項間的關係；以paired t-test檢測入學期間與期中考期間變項平均值的比較；兩波資料的結果顯示：期中考期間的角色壓力高於入學期間的角色壓力，而入學與期中考期間的家庭支持沒有顯著變化，期中考期間的機構支持明顯下降，而期中考期間的學校支持則顯著增加；期中考期間的健康促進生活顯著變差；身心健康方面，憂鬱症狀與焦慮症狀則是於期中考期間顯著變差。最後以階層式複廻歸分析健康促進生活、社會支持於角色壓力對身心健康的影響機制，結果是：1.「健康促進生活」、「社會支持」具有直接效應：「健康促進生活」、「社會支持」、「角色壓力」都能直接影響「身心健康」；2.「健康促進生活」具有前導效應：(1)「健康促進生活」中的「自我實現」於入學期間能影響期中考期間「角色壓力」對「憂鬱症狀」的影響；(2)「健康促進生活」中的「壓力管理」於入學期間能影響期中考期間「角色壓力」對「身體化症狀」、「焦慮症狀」的影響；(3)「健康促進生活」中的「營養」於入學期間能影響期中考期間「角色壓力」對「焦慮症狀」的影響，但是入學時越注重營養，則期中考期間的焦慮症狀越多；3.「健康促進生活」具有中間效應：(1)期中考期間的「自我實現」能減弱開學期間「角色壓力」對期中考期間「憂鬱症狀」、「焦慮症狀」的影響；(2)期中考期間的「營養」會減弱開學期間「角色壓力」對期中考期間「身體化症狀」的影響；4.「健康促進生活」、「社會支持」均未具有調節效應。本研究可作為未來有關健康促進方案介入時間點以及方向的參考。

This research is a longitudinal study. The main research purpose is to discuss: 1. The change of multiple role women’s health promotion lifestyles, social support, role strain and mental health; 2. The influence mechanism of multiple role women’s health promotion lifestyles and social support on role strain and mental health. The research subjects are the new master or PhD students of school year 2006 in nursing, education, social work, and counseling. Our female subjects must be working women and students at the same time who live with their husbands. There are two data collection time: one is the first and second week of the new semester. The other one is the first and second week of mid-term exam period. The method of data collection is survey, including five measurements, demographic data, role strain, health promotion lifestyles, social support and mental health. After getting the data, t-test is used to compare mean difference between attrition and non-attrition subjects for demographic data and key variables in the beginning of the semester. For demographic data employed descriptive statistic data analysis, such as, mean, standard deviation, median, frequency and percentage. Using t-test and Pearson correlation to test the relations of two variables and using paired t-test to compare the means of variables between the beginning of the semester and mid-term exam, this two data shows: the role strain of mid-term exam is higher than the role strain in the beginning of the semester but there is no significant change in family support between the beginning of the semester and mid-term exam. Institution support decreases significantly during mid-term exam while school support increases significantly during mid-term exam. However, health promotion lifestyles during mid-term exam become worse. As for mental health, depressive and anxious symptoms become worse significantly during mid-term exam. Finally, hierarchical multiple regression was used to analyze the influence mechanism of health promotion life styles and social support on role strain and mental health. The results are: 1. Health promotion lifestyles and social support have direct effect: Health promotion life styles, and social support can directly affect mental health with role strain. 2. Health promotion lifestyles have antecedent effect. (1) The self-actualization in health promotion lifestyles can affect the influence of role strain on depressive symptoms during mid-term exam period in the semester. (2) The stress management in health promotion lifestyles can affect the influence of role strain on somatic symptoms and anxiety symptom during mid-term exam period in the semester. 3. Health promotion lifestyles have mediator effect. (1) Self-actualization during mid-term exam period can minimize the influence of role strain on depressive symptoms and anxiety symptom in the semester. (2) Nutrition in the semester can increase the influence of role strain during mid-term exam period on anxiety symptom. (3) Nutrition in mid-term exam period can minimize the influence of role strain in the semester on somatic symptoms during mid-term exam period. (4) Considering the six dimensions of health promotion life styles and the three sources of social support, school support in the semester can increase the influence of role strain on anxiety symptom during mid-term exam period. 4. Health promotion life styles and social support both do not have moderator effect. This research can be the reference for the intervention time in the future health promotion life styles projects.