本研究旨在探討國中學生災區壓力經驗、人格特質、社會支持、因應策略與心理健康的關係。主要目的為：了解國中學生的壓力源與壓力程度，瞭解與比較國中學生不同背景變項、社會支持、因應策略、與心理健康的關係，以及探討國中學生背景變項、社會支持、因應策略、心理健康的預測功能。
本研究主要採問卷調查法，研究對象為南投災區縣、市國中學生之一至三年級為對象，有效樣本共506人，男生244人、女生260人。研究工具為「壓力經驗量表」、「賴氏人格測驗」、「社會支持量表」、「生活因應量表」、「事件壓力量表」、「綜合健康量表」，所得資料處理以因素分析、項目分析、積差相關、階層複迴歸、t-考驗、單因子變異數分析等統計方法予於分析處理。
本研究結果發現:
一、國中學生壓力經驗的主要來源為「困擾壓力」和「經驗壓力」，其次為「身心壓力」來源。
二、國中學生的社會支持，最主要的支持來源為同儕支持，而最主要的支持方式為情緒支持。
三、國中學生最常使用的因應策略為「直接行動」，其次為「延遲反應」。
四、性別與年級的差異：
1.社會支持而言，女生獲得的支持比男生高。
2.因應策略上，女生較男生常使用直接行動與延遲反應。
3.就心理健康而言，在壓力、焦躁反應女生高於男生。
4.年級在社會支持上，國一學生顯著高於國二、國三學生，國三學生在各支持來源均低於其他年級。
5.年級在各因應策略、心理健康上均無顯著差異。
五、人格特質上：
1.在社會支持：A型人格的學生普遍得到的社會支持來源最低，D型人格則最高。
2.因應策略：B型人格較常使用延遲反應與傷害因應策略，而D型人格較多使用直接行動之因應策略。
3.心理健康方面：C型人格反應最健康。人格特質因素的「安閒性」與心理健康之間呈現負相關，「領導性」、「思考性」、「客觀性」、「協調性」、「攻擊性」、「抑鬱性」、「變異性」、「自卑感」、「神經質」因素則呈現正相關。
六、國中學生的壓力經驗、人格特質、社會支持、因應策略與心理健康之間均有顯著相關。
七、國中學生的背景變項、因應策略、社會支持、對心理健康均具有顯著預測功能，解釋量為背景變項最高，再依序為因應策略、社會支持。
八、國中學生的背景變項、因應策略、社會支持、對心理健康之最適宜的影響模式為模式七：背景變項因應策略社會支持心理健康。
依據以上結果，本研究提出下列幾項建議:
一、改善災區國中學生的地震壓力反應與學業適應。
二、探討社會支持與壓力的關係，多留意與增進社會支持的介入。
三、協助同儕關係對國中學生的重要性。
四、重視學生因應壓力的能力和處理心理健康的特殊問題。

This study mainly discusses the relations among disaster stress experience, personality traits, copying strategy and the psychological well-being of the junior high school students after the great earthquake. The objective is to understand the relationship stress level and the stress resources of the students, and also to compare the participants with various social effects including the social support, copying strategy, and finally, their prediction on the psychological well-being.
This study was conducted by the questionnaire investigation. Participants were the first, second and the third year junior high school students of Nan-tau earthquake disaster area. There were 506 participants including the 244 male students and 260 female students. The appraisals were stress experienced scale, Lai personality scale, social support scale, copying strategy scale, life coping scale, event stress scale and the general well being scale (GWBQ). All the collected data was analyzed by the correlation and hierarchical multiple regression, t-test and one-way ANOVA.
The results were found as following:
1.The main stress resources of the junior high school students were the bothered-stress, experience stress, and the psychosomatic stress.
2.The main supports among the junior high school students were the peer support with way of emotional support.
3.The most common used copying strategy among the junior high students were action-behavior and avoidance.
4.The differences between the gender and the age were as following.
4.1In the aspect of the social support, female students have a higher support compared with male.
4.2In the aspect of coping strategy, female students tend to use action-behavior and then the avoidance.
4.3In the psychological aspect, female students have a higher level of strain response and uptight than the male students.
4.4Of the relations with the 3 different years and the social support, the students of the first year had a higher significant social support than the second and the third year students. The third year students had the lowest social support in every aspect compared to the others.
4.5There is no difference in copying strategy, psychological well-being among the 3 years students.
5 The results of the personality traits were as following.
5.1 In the aspect of the social support, students with type A personality had a lower social support in general. However, the students with type D students had the highest social support.
5.2 In the aspect of the psychological well-being, students with type B personality usually adopted the avoidance and harm coping strategy and more type D personality students used direct action strategy.
5.3 In the aspect of the psychological well-being, students with type C personality showed the most healthy response. Rhythmical, the element of the personality trait was indicated to have negative correlation with psychological well-being. In contrast, the elements of ascendancy, thinking, objectivity, cooperativeness, aggressiveness, depression, cyclic tendency, inferiority feelings and nervousness showed a positive correlation with the psychological well-being.
6.There were significant relations among the stress experience, personality trait, social support and copying strategy to the junior high school students.
7.It also showed that the junior high students social background variances, copying strategy, social support were highly predictive. The amount of variance was highest for the background variance and next was the copying strategy and the social support.
8.The model 7 which influences mental health most are the background variances including the copying strategy, social support of the junior high school students.
The following is the best influence model: background variance--＞copying strategy--＞social support--＞mental health.
According to the results above, the following suggestions were indicated by study.
1.To improve the earthquake stress response and the study adaptation in the junior high school of the disaster area.
2.To research the relations between the social support and the stress in order to pay attention to the intervention of social support.
3.To emphasize properly the importance of peer support for the junior high school students.
4.To pay attention for the ability of copying stress and the stress management of the psychological well- being among the junior high school students.

目錄
第一章 緒論------------------------------------------1
第一節 研究動機--------------------------------------1
第二節 研究目的--------------------------------------7
第三節 研究問題--------------------------------------8
第四節 名詞釋義--------------------------------------9
第二章 文獻探討-------------------------------------12
第一節 壓力的概念與定義-----------------------------12
第二節 壓力的測量-----------------------------------17
第三節 壓力變項的探討-------------------------------22
第四節 壓力理論-------------------------------------25
第五節 人格特質理論---------------------------------36
第六節 社會支持理論---------------------------------40
第七節 壓力與因應-----------------------------------43
第八節 壓力、人格特質、社會支持、因應與心理健康的關
係-------------------------------------------46
第三章 研究方法-------------------------------------52
第一節 研究架構-------------------------------------52
第二節 研究假設-------------------------------------54
第三節 研究對象 ------------------------------------55
第四節 抽樣方法與實施-------------------------------56
第五節 研究工具 ------------------------------------57
第六節 資料分析-------------------------------------75
第四章 結果之分析與討論-----------------------------78
第一節 國中學生背景變項、社會支持、因應策略、與事
件壓力、心理健康之現況分析-------------------78
第二節 壓力經驗、人格特質、社會支持、因應策略與心
理健康之相關---------------------------------98
第三節 背景變項、社會支持、因應策略對國中學生心理
健康之關係：影響模式之探討-------------------104
第四節 不同背景變項在社會支持、因應策略、與事件壓
力、心理健康上之差異-------------------------130
第五章 結論與建議----------------------------------141
第一節 結論----------------------------------------142
第二節 建議----------------------------------------150
第三節 研究限制------------------------------------153
參考文獻--------------------------------------------154
（一）中文------------------------------------------156
（二）西文------------------------------------------158
附錄
附錄一 ---------------------------------------------181
附錄二 問卷----------------------------------------182
圖表目次
表目次
表 3-3.1 研究有效樣本人數分佈---------------------------56
表3-5.1 經驗壓力因素分析負荷量--------------------------59
表3-5.2 經驗壓力因素解釋變異量與內部一致性--------------60
表3-5.3 社區壓力因素解釋變異量與內部一致性--------------61
表3-5.4 家庭壓力因素解釋變異量與內部一致性--------------61
表3-5.5 學業壓力因素負荷量、解釋變異量與內部一致性------61
表3-5.6 經濟壓力因素負荷量、解釋變異量與內部一致性------62
表3-5.7 困擾壓力因素負荷量、解釋變異量與內部一致性------63
表3-5.8 困擾壓力因素解釋變異量與內部一致性--------------64
表3-5.10 身心症狀分量表因素分析因素負荷量---------------65
表3-5.11 身心壓力因素解釋變異量與內部一致性-------------65
表3-5.12 社會支持各題父母、兄姐支持來源中的因素負荷量---69
表3-5.13 社會支持各題同儕、師長支持來源中的因素負荷量---70
表3-5.14 事件壓力量表分量表因素分析因素負荷量-----------73
表3-5.15 事件壓力因素解釋變異量與內部一致性-------------74
表4-1.1 有效樣本人數分佈--------------------------------79
表4-1.2 全體樣本之壓力經驗量表平均數、標準差、最大值、
最小--------------------------------------------80
表4-1.3 壓力經驗量表分量表人數分配----------------------81
表4-1.4 壓力經驗量表分析--------------------------------84
表4-1.5 人格特質百分比----------------------------------92
表4-1.6 社會支持量表平均數、標準差、最大值、最小值------93
表4-1.7 生活因應量表平均數、標準差、最大值、最小值------94
表4-1.8 事件壓力量表平均數、標準差、最大值、最小值------96
表4-1.9 心理健康量表平均數、標準差、最大值、最小值------97
表4-2.1 壓力經驗與心理健康之相關------------------------99
表4-2.2 人格特質與心理健康之相關-----------------------100
表4-2.3 社會支持與因應策略之相關-----------------------101
表4-2.4 社會支持與心理健康之相關-----------------------102
表4-2.5 因應策略與心理健康之相關-----------------------103
表4-3.1 背景預測事件壓力之迴歸分析---------------------106
表4-3.2 背景預測焦躁之迴歸分析-------------------------106
表4-3.3 背景預測瘟熬之迴歸分析-------------------------101
表4-3.4 因應策略預測事件壓力之迴歸分析-----------------108
表4-3.5 因應策略預測焦躁之迴歸分析---------------------109
表4-3.6 因應策略預測瘟熬之迴歸分析---------------------110
表4-3.7 社會支持預測事件壓力之迴歸分析-----------------111
表4-3.9 社會支持預測焦躁之迴歸分析---------------------112
表4-3.10 背景、社會支持預測事件壓力之迴歸分析----------113
表4-3.11 背景、社會支持預測焦躁之迴歸分析--------------114
表4-3.12 背景、社會支持預測瘟熬之迴歸分析--------------115
表4-3.13 背景、因應策略預測事件壓力之迴歸分析----------116
表4-3.14 背景、因應策略預測焦躁之迴歸分析--------------117
表4-3.15 背景、因應策略預測瘟熬之迴歸分析--------------119
表4-3.16 背景、社會支持、因應策略預測瘟熬之迴歸分析--- 120
表4-3.17 背景、因應策略、社會支持預測事件壓力之迴歸分析122
表4-3.18 背景、因應策略、社會支持預測焦躁之迴歸分析----124
表4-3.19 背景、因應策略、社會支持預測瘟熬之迴歸分析-----126
表4-4.1 不同性別之國中學生在社會支持的差異比較----------131
表4-4.2 不同性別之國中學生在因應策略上的差異比較--------132
表4-4.3 不同性別之國中學生在心理健康上的差異比較--------132
表4-4.4 不同年級之國中學生在社會支持的差異比較---------134
表4-4.5 不同人格特質之國中學生在社會支持的差異比較-----136
表4-4.6 不同人格特質之國中學生在因應策略上的差異比較---138
表4-4.7 不同人格特質之國中學生在心理健康上的差異比較---139
圖目次
圖2-4.1 壓力刺激模式-------------------------------------26
圖2-4.2 壓力反應模式-------------------------------------28
圖2-4.3 壓力互動模式-------------------------------------31
圖2-4.4 修改壓力的互動模式-------------------------------33
圖2-8.1 壓力模式圖---------------------------------------50
圖3-1.1 研究架構-----------------------------------------54

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