本研究採取個人是在社會脈絡中產生自我建構的觀點，以被看重知覺對復原力的啟動為主題，瞭解其在高中生課業壓力與身心健康上的調節作用。研究方法以問卷調查法，針對大台北地區十五所公私立高中學生進行調查，共得到936份有效問卷，並以結構方程模式進行檢驗與分析。研究主要結果發現：1.青少年被看重知覺的結構，包含人際交流、忽略、重視和珍惜；2.青少年知覺到父母、導師和同學的看重，啟動其個人復原力且發揮作用，進而降低其課業壓力並增進其身心健康。建議從事青少年輔導人員可善用青少年身邊人際資源，以提升其青少年被其看重的知覺，使青少年有機會啟動自身的復原力。

為了解我國大學生之自尊、同儕關係與復原力及幸福感之間的關係，乃以北、中、南三區之大學生887人為研究對象，運用個人基本資料、自尊量表、大學生同儕關係量表、青少年復原力量表以及中國人幸福感量表等研究工具，獲得所需資料，再以描述性統計、T考驗、皮爾遜積差相關、多元逐步回歸分析及調節迴歸分析等統計方法進行分析。結果發現： 1.大學生整體復原力大致良好，且在「同理心與人際互動」的復原力表現尤佳，在「情緒調節」的復原力表現則最差。而大學生的整體幸福感則呈現尚可的狀況。 2.不同性別的大學生，其整體復原力並沒有顯著的差異存在，僅在「同理心與人際互動」與「情緒調節」兩向度的復原力表現上有顯著的差異存在。而其整體幸福感並沒有顯著的差異存在。 3.大學生的自尊、同儕關係與復原力及幸福感之間有顯著的中度正相關的關係存在。 4.男女大學生之「自尊」與「整體同儕關係」兩者皆能夠有效預測其「整體復原力」以及「同理心與人際互動」、「希望與樂觀」與「問題解決與成熟」的復原力表現；且各預測變項之預測程度皆以「自尊」的預測程度為最高。 5.僅「自尊」能夠預測男女大學生之「情緒調節」復原力表現，唯預測程度並不高；且在女大學生的預測程度較男大學生為高。 6.男女大學生之「自尊」及「整體同儕關係」兩者皆能夠有效預測其「整體幸福感」；且各預測變項之預測程度皆以「自尊」為最高。 7.男女大學生的復原力及幸福感之間，有顯著的中度正相關的關係存在。 8.男女大學生整體復原力的強弱，在自尊與幸福感間以及同儕關係與幸福感間，皆未扮演了調節的作用。 最後，根據研究所得結果，針對大學生、學校及未來研究提出積極建議。

單親幼童家長面臨單親生活時可能會遇到下列情況，如：經濟困境、子女照顧問題、缺乏外界資源、心理情緒困擾等。單親家庭能否於困境中適應，相關研究已指出與家庭資源以及復原力有關連性。在此研究者將影響復原力的因子分為三類：個體因子、家庭因子與社會因子。本研究採用半結構訪談方式進行資料的蒐集，並分析四位單親幼童家長的婚姻經歷、家庭資源需求面向及影響復原力的因素。 　　研究發現如下： 1.單親幼童家長婚姻危險因素與困境：涉及價值觀、經濟困境、孩子問題的差異。單親幼童家長生活過程中，經濟為最大的困境，其次為孩子個別差異、陪伴子女時間短、健康狀況不佳、負債等。 2.單親幼童家長資源需求：經濟、原生家庭資源與社會福利。單親家庭個別資源需求主要為學歷、健康；家庭內部資源為經濟協助、陪伴子女時間、教養問題；家庭外部資源為外界關懷、社會福利補助、親子課程等。 3.影響單親幼童家長復原力的因子：個體因子主要為擁有具復原性的個人特質、對未來有規劃或希望、和平離婚；主要的家庭因子為孩子、原生家庭影響；主要的社會因子為朋友支持、社會資源、新對象陪伴等。

本研究旨在探討新北市國小校長的工作壓力、復原力及憂鬱行為表現間的關係，乃以新北市203所國小校長為研究對象，經運用國小校長工作壓力量表、成人復原力量表及柯氏憂鬱量表等研究工具，獲得所需資料，再以描述統計、t檢定、皮爾遜積差相關、多元逐步迴歸分析以及階層迴歸分析等方法，進行統計分析，主要研究結果如下： 1、新北市國小校長工作壓力屬中下程度，其中以「角色期許」工作壓力的感受最低。 2、新北市國小校長復原力屬中上程度，其中以「家庭團結」復原力的表現最好。 3、將近1/5新北市國小校長有輕度以上憂鬱行為表現。 4、不同背景變項之新北市國小校長，其「整體工作壓力」與憂鬱行為表現間呈現顯著低度正相關的關係，其中以「角色期許」工作壓力與憂鬱行為表現的相關最高。 5、不同背景變項之新北市國小校長，其「整體復原力」與憂鬱行為表現間，呈現顯著中度負相關的關係，其中以「社會資源」復原力與憂鬱行為表現間的相關最高。 6、「角色期許」工作壓力可以有效預測新北市國小校長的憂鬱行為表現。 7、「社會資源」及「個人強度」復原力可以有效預測新北市國小校長的憂鬱行為表現。 8、「家庭團結」復原力最能有效預測男性、學校地區為板橋三重分區之新北市國小校長其 憂鬱行為表現。 9、「內部壓力」工作壓力最能有效預測女性、校長年資13年以上之新北市國小校長的憂鬱行為表現。 10、「社會資源」復原力最能有效預測45歲以下、51歲以下、校長年資4年以下、學校規模12班以下之新北市國小校長的憂鬱行為表現。 11、「社交能力」復原力最能有效預測46至50歲、校長年資5至8年、學校地區為新莊雙和分區之新北市國小校長的憂鬱行為表現。 12、「未來組織風格」復原力最能有效預測新北市國小校長年資9至12年、學校地區為七星淡水瑞芳分區之新北市國小校長其憂鬱行為表現。 13、「上級壓力」工作壓力最能有效預測學校規模13至24班之新北市國小校長的憂鬱行為表現。 14、「個人強度」復原力最能有效預測學校規模25班以上、學校地區為三鶯文山分區之新北市國小校長的憂鬱行為表現。 15、新北市國小校長的復原力，能在其工作壓力與憂鬱行為表現間帶來調節作用。

本研究旨在了解高中職藝術群教師工作壓力、復原力及幸福感之概況、不同背景變項高中職藝術群教師工作壓力、復原力及幸福感差異、不同背景變項高中職藝術群教師工作壓力、復原力及幸福感間的關係及工作壓力及復原力對幸福感的預測力。 本研究以高中職藝術群教師為施測樣本，以「教師工作壓力量表」、中文版「成人復原力量表」及「中國人幸福感量表」為研究工具，共發出問卷246份，有效樣本168份。所蒐集的資料採用t考驗、單因子變異數分析、皮爾遜積差相關、逐步迴歸進行資料分析，最後獲致四項結論： 一、 高中職藝術群教師工作壓力屬中下程度，其中以「工作負荷」的工作壓力感受程度最高，「教學輔導」次之。其復原力屬中上程度，其中以「社會資源」復原力得分最高。高中職藝術群教師幸福感屬中上程度。 二、 背景變項不同之高中職藝術群教師工作壓力、復原力及幸福感的差異為： 1.「男性」之高中職藝術群教師在整體復原力及「個人強度」、「社交能力」、「未 來組織風格」復原力方面高於「女性」高中職藝術群教師。 2.「30至39歲」之高中職藝術群教師在整體工作壓力及「組織因素」、「工作負 荷」、「教學輔導」工作壓力高於「29歲以下」的高中職藝術群教師。「40歲以 上」高中職藝術群教師，在整體工作壓力及「組織因素」、「人際關係」、「工作 負荷」工作壓力高於「29歲以下」的高中職藝術群教師。 3.「未婚」之高中職藝術群教師在「專業知能」工作壓力上高於「已婚」高中職 藝術群教師，「已婚」高中職藝術群教師在「教學輔導」工作壓力及整體復原力 及「個人強度」、「社會資源」、「社交能力」復原力上高於「未婚」高中職藝術 群教師。 4.「學士」之高中職藝術群教師在「未來組織風格」復原力優於「研究所以上」 之高中職藝術群教師。 5.年資「15年以上」之高中職藝術群教師，其「組織因素」及「工作負荷」工作 壓力均高於年資「5年以下」之高中職藝術群教師。 6.學校規模方面，「49班（含）以上」之高中職藝術群教師 整體工作壓力及「組 織因素」、「教學輔導」分項工作壓力均高於「25-48班」之高中職藝術群教師， 「49班（含）以上」之高中職藝術群教師在「工作負荷」工作壓力高於「24班 （含）以下」之高中職藝術群教師，「24班（含）以下」之高中職藝術群教師在 「教學輔導」分項工作壓力高於「25-48班」之高中職藝術群教師。 三、 不同背景變項之高中職藝術群教師，其工作壓力、復原力與幸福感間的關係為： 1.不同背景變項之高中職藝術群教師，其工作壓力與幸福感間的關係皆為負相 關。 2.不同背景變項之高中職藝術群教師，其復原力與幸福感間的關係皆為正相關。 四、 高中職藝術群教師的工作壓力、復原力與幸福感的解釋力： 1.「專業知能」工作壓力可以有效預測高中職藝術群教師的「幸福感」，解釋總變 異量為29.8% 2.「未來組織風格」復原力可以最有效預測高中職藝術群教師的解釋力，解釋變 異量為35.2%；其次為「社交能力」、「個人強度」與「家庭團結」。 3.「未來組織風格」復原力、「專業知能」壓力、「社交能力」復原力的解釋力最 大，「個人強度」復原力及「教學輔導」壓力等五個變項，可以有效預測高中職 藝術群的「幸福感」，解釋總變異量為55.4%。 4.不同背景變項之高中職藝術群教師的復原力與工作壓力皆能預測其幸福感。其 中，以「24班(含)以下」高中職藝術群教師的「未來組織風格」復原力對幸福 感的預測力最高，達61.6%。 最後，依本研究所獲結論，分別對高中職藝術群教師、學校方面及後續未來研究者提出相關建議。

本研究旨在了解桃竹苗地區國小教務主任工作壓力、復原力及幸福感之概況、不同背景變項國小教務主任工作壓力、復原力及幸福感差異、不同背景變項國小教務主任工作壓力、復原力及幸福感間的關係、工作壓力及復原力對幸福感的預測力及復原力在工作壓力及幸福感間的調節作用。 本研究以桃竹苗四縣市公立國民小學教務主任為施測樣本，以「國小教務主任工作壓力量表」、中文版「成人復原力量表」及「中國人幸福感量表」為研究工具，共發出問卷424份，有效樣本356份。所蒐集的資料採用t考驗、單因子變異數分析、皮爾遜積差相關、逐步迴歸和層次迴歸進行資料分析，最後獲致五項結論： 一、桃竹苗地區國小教務主任工作壓力屬中下程度，其中以「行政負荷」的壓力感受最高；復原力屬中上程度，其中以「家庭團結」復原力得分最高；幸福感屬中上程度。 二、背景變項不同之國小教務主任工作壓力、復原力及幸福感的差異為： 1.「女性」國小教務主任的「整體復原力」及「社會資源」復原力高於「男性」主任。 2.「40歲以下」國小教務主任的「專業能力」工作壓力高於「46歲以上」者。 3.「一般大學或學院畢業」之國小教務主任在「專業能力」上的工作壓力高於學歷為「研究所以上畢業」者。 4.「已婚」國小教務主任的「家庭團結」復原力高於「未婚」者。 5.年資「16至20年」國小教務主任在「人際關係」上的工作壓力高於年資「21年以上」者；而年資「10以下」國小教務主任在「專業能力」上的工作壓力高於年資「21年以上」者。 6.學校規模不同之國小教務主任的工作壓力、復原力及幸福感沒有顯著差異存在。 7.學校所在地不同之國小教務主任的工作壓力、復原力及幸福感沒有顯著差異存在。 三、不同背景變項之國小教務主任，其工作壓力、復原力與幸福感間的 關係為： 1.不同背景變項之國小教務主任的「整體工作壓力」和各分量表與幸福感間的關係皆為負相關。 2.不同變景變項之國小教務主任的「整體復原力」和各分量表與幸福感間的關係皆為正相關。 四、國小教務主任工作壓力、復原力及幸福感的解釋力為： 1.「角色衝突」及「人際關係」上的工作壓力可以有效預測國小教務主任的「幸福感」，解釋的總變異量為27.0％。 2.「個人強度」、「未來組織風格」及「社交能力」復原力可以有效預測國小教務主任的「幸福感」，解釋總變異量為46.1%。 3.「個人強度」復原力、「角色衝突」壓力、「未來組織風格」復原力、 「社交能力」復原力及「行政負荷」壓力等五個變項，可以有效預測國小教務主任的「幸福感」，解釋總變異量為50.9%。 4.不同背景變項國小教務主任的復原力與工作壓力皆能預測其幸福感。其中以「未婚」國小教務主任的「未來組織風格」復原力對幸福感的預測力最高，達68.7%。 五、國小教務主任的復原力，在其工作壓力及幸福感之間，具有調節作用。 最後，依本研究所獲結論，分別對國小教務主任、教育行政主管機關及後續未來研究者提出相關建議。 / The purpose of this research is to understand the work stress, resilience and well-being of the academic directors of Taoyuan-Hsinchu-Miaoli counties elementary schools; the differences in work stress, resilience and well-being among academic directors from different background profiles; the correlations of the differences in work stress, resilience and well-being; the predictions from stress and resilience to well-being; and the effects of resilience between work stress and well-being. The samples of this research are the academic directors from Taoyuan, Hsinchu, and Miaoli counties plus Hsinchu city elementary schools. The research tools used are: “The work stress scale for academic directors of elementary school”; the Chinese version of "Adult resilience table"; and "The questionnaire of happiness for Chinese". A total of 424 questionnaires were sent out, and 356 valid samples collected. The data were analyzed by T test, One-way analysis of variance, Pearson correlation, Stepwise regression and Hierarchical regression analysis. In the end, there are five conclusions: 1.The work stress of academic directors from Taoyuan-Hsinchu-Miaoli is classified as medium low. Among all the work stress, the one due to administrative affairs is the highest. The resilience is classified as medium high, and family unity is highest among all. The well-being is classified as medium high. 2.The findings in differences in work stress, resilience and well-being among academic directors from different background profiles are: i. The overall resilience and the resilience from society resouces for females are higher than males. ii. The work stress due to professional capability is higher in the group of age 40 and under than age 46 and above. iii. The work stress due to professional capability is higher in the graduates from 4-year colleges than those with master degree. iv. The resilience from family unity is higher in married group than in singles. v. The work stress due to personal relationship is higher in goup with 16 to 20 years working experience compare to those with 21 or more years of experience；the work stress due to professional capability is higher in goup with less than 10 years working experience compare to those with 21 or more years of experience. vi. There is no significant difference in work stress, resilience, and well-being due to the size of schools. vii. There is no significant difference in work stress, resilience, and well-being due to the locations of schools. 3.The correlations of differences in work stress, resilience and well-being among academic directors from different background profiles are: i. All academic directors’ overall work stress are negatively correlated to every subscale and well-being. ii. All academic directors’ overall resilience are positively correlated to every subscale and well-being. 4.The explanation findings from this research in work stress, resilience and well-being of academic directors in elementary schools are: i. The two variables in work stress that can resolve 27.0% total variance in explaining the well-being of academic directors are: role conflict and personal relationship. ii. The three variables in resilience that can resolve 46.1% total variance in explaining the well-being of academic directors are: dictatorship, organizing style and sociability in resilience. iii. The five variables that can resolve 50.9% total variance in explaining the well-being of academic directors are: dictatorship in resilience, role conflict in work stress, organizing style in resilience, sociability in resilience and administration load in work stress. iv. The well-being can be predicted from work stress and resilience of different background profiles. The predictability is highest on single academic directors whose resilience from organizing style can resolve 68.7% total variance in explaining their well-being. 5.The resilience these academic directors possess can adjust their work stress and well-being. In the end, according to the conclusions of this research, there are suggestions made to Education Administration, the school administration and to academic directors.

本研究旨在探討大學生自尊、人際關係、復原力及憂鬱行為表現間之關係，乃以大學生558人為研究對象，經運用成人復原力量表、柯氏憂鬱量表、自尊量表及人際關係量表等研究工具，獲得所需資料，再以描述統計、t檢定、皮爾遜績差相關、多元逐步迴歸分析以及階層迴歸分析等方法，進行統計分析。主要研究結果如下： 1. 大學生之整體復原力大致良好；尤其在社會資源、家庭團結、社交能力、未來組織風格以及個人強度等方面的復原力，均有良好的表現。 2. 大學生輕度至中度憂鬱者佔全體大學生的48.10%，且2/3以上的大學生有輕度以上的憂鬱行為表現。 3. 女大學生的「家庭團結」與「社會資源」的復原力表現較男大學生佳。 4. 不同性別、年級的大學生，其自尊與整體復原力之間，均存有顯著中度正相關的關係；而其自尊與憂鬱行為表現之間，均存有顯著中度負相關的關係。 5. 女大學生及大一學生的自尊與「個人強度」復原力之間，存有顯著高度正相關的關係。 6. 不同性別、年級的大學生，其人際關係與整體復原力間，存有顯著中度正相關的關係；而其人際關係與憂鬱行為表現間，存有顯著低度負相關的關係。 7. ｢自尊｣最能有效預測不同性別、年級之大學生的整體復原力及憂鬱行為表現。 8. 人際關係的｢自我揭露度｣，為預測男女大學生及大一學生復原力的第二高變項。 9. 人際關係的「和諧度」能顯著預測大三學生的復原力。 10. 人際關係的｢合作度｣，能預測男大學生與年級不同大學生的憂鬱行為表現。 11. ｢個人強度｣復原力最能預測女大學生及大一學生的憂鬱行為表現。 12. ｢社會資源｣復原力可預測男大學生與大一學生的憂鬱行為表現。 13. 不同性別、年級大學生的復原力，能在其自尊與憂鬱行為表現間，扮演調節的作用。 14. 不同性別、年級大學生的復原力，能在其人際關係與憂鬱行為表現間，扮演調節的作用。 本研究根據上述各項結果加以討論，並提出數點建議，以供後續相關實務工作及研究的參考。 / The purpose of this research is to investigate the relationships between the university students’ self-esteem, interpersonal relationship, resilience and depression. A self-administered questionnaire was distributed to the university students in Taiwan, and the valid sample size was 558. The data were analyzed by descriptive statistics, t-test, Pearson's correlation analysis, multiple stepwise regression analysis and hierarchical regression analysis. The major results of the study are as follows. 1. The university students’ resilience and its factors including social resource resilience, family solidarity resilience, social skill resilience, future organizational style resilience and personal strength resilience were all above the medium level. 2. There were 48.1 percent of university students had mild to moderate depression, and two-thirds of university students had mild depression to severe depression. 3. Female students’ family solidarity resilience and social resource resilience were higher than male students. 4. Significant moderate positive correlations were found between university students’ self-esteem and resilience no matter what gender or grade they were. And there were significant moderate negative correlations between their self-esteem and depression. 5. Significant highly positive correlations were found between both female and freshman students’ self-esteem and personal strength resilience. 6. Significant moderate positive correlations were found between university students’ interpersonal relationship and resilience no matter what gender or grade they were. And there were significant moderate negative correlations between their interpersonal relationship and depression. 7. Self-esteem was the most predictive variable of university students’ resilience and depression. 8. The self-disclosure factor of interpersonal relationship was the second predictive variable of resilience of freshman students and both male and female students. 9. The harmonious factor of interpersonal relationship was the most predictive variable of junior students’ resilience. 10. The cooperation factor of interpersonal relationship was the most predictive variable of depression of male students and both freshman and junior students. 11. The personal strength resilience was the most predictive variable of depression of both female and freshman students. 12. The social resource resilience could valid predict both male and freshman students’ depression. 13. The resilience of university students had moderate effect between their self-esteem and depression no matter what gender or grade they were. 14. The resilience of university students had moderate effect between their interpersonal relationship and depression no matter what gender or grade they were. Both academic and practical implications based on the findings and discussions had been provided for the reference of future studies.

本研究旨在探討新北市國中主任工作壓力、復原力及憂鬱行為表現之關係，以新北市314位國中主任為研究對象，回收有效問卷270份。本研究工具為「國中教師兼任處室主任工作壓力量表」、「成人復原力量表」及「憂鬱量表」。以描述性統計、t檢定、單因子變異數分析、皮爾遜積差相關、多元逐步迴歸分析及階層迴歸分析等方法，進行統計分析。主要研究結果如下： 1.新北市國中主任的工作壓力屬於中低程度；復原力屬於中上程度；有1/5以上的國中主任有輕度以上的憂鬱行為表現。 2.女性國中主任決策參與的工作壓力高於男性主任；社會資源及社交能力的復原力高於男性主任。 3.35歲以下的國中主任的整體工作壓力感受高於51歲以上的主任。 4.未婚國中主任的整體工作壓力高於已婚主任；已婚國中主任的整體復原力高於未婚主任。 5.沒有子女國中主任的整體工作壓力感受高於年幼子女年紀13歲以上的主任。 6.主任年資5年以下的國中主任整體工作壓力感受高於年資6年以上的主任。 7.主任年資第11年以上的國中主任未來組織風格復原力高於主任年資5年以下的國中主任。 8.國中主任的工作壓力與憂鬱行為表現有顯著正相關。 9.國中主任的復原力與憂鬱行為表現有顯著負相關。 10.工作壓力與復原力能預測國中主任的憂鬱行為表現。 11.國中主任的復原力對工作壓力及憂鬱行為表現間扮演調節的作用。 本研究依據上述結果加以討論，並分別對國中主任、學校、教育行政主管機關及未來研究提出相關建議。 / The purpose of this study is to understand the relationships between work stress, resilience and depression of the directors in New Taipei City junior high school. This study samples have 314 directors in New Taipei City junior high schools, and 270 valid questionnaires are collected. The research tools used are："The work stress scale for directors of junior high school","Resilience Scale for adult ",and " Depression Scale ".The data was analyzed by descriptive statistics, t-test, One-way analysis of variance,Pearson's correlation analysis, multiple regression analysis and hierarchical regression analysis. The major results of the study are as follows. 1.New Taipei City junior high school directors’ work stress is in the medium low degree. Their resilience is in the medium high degree, and more than 1/5 of them show minor or more serious depression. 2.Female directors’ work stress of participation in decision making is higher than male, and the resilience of social resource and social competence are also higher than male. 3.The overall work stress of the directors whose age less than 35 is higher than whose more than aged 51. 4.The unmarried directors of the overall work stress are higher than that of married, but the married directors of the overall resilience are higher than unmarried. 5.The directors who has no children of the overall work stress are higher than those have the youngest children whose age are more than 13. 6.The overall work stress of the directors whose director seniority less than 5 years is higher than whose more than 6 years. 7.The resilience of structured style of the directors whose director seniority more than 11 years is higher than whose less than 5 years. 8.There is significant positive correlation between work stress and depression of the directors. 9.There is significant negative correlation between resilience and depression of the directors. 10.The directors' work stress and resilience can predict their depression. 11.The directors' resilience which in their work stress and depression has moderate effect. According to the results to discuss and provide several suggestions for the directors, schools, education administration, and future research.

本研究旨在探討臺北市公立高中兼任行政職務教師工作壓力、復原力與憂鬱行為表現之關係，以臺北市公立高中兼任行政職務教師279人為研究對象，採用「臺北市高職兼任行政職務教師工作壓力量表」、「成人復原力量表」及「柯氏憂鬱量表」等研究工具，經以描述性統計、獨立樣本t檢定、單因子變異數分析、雪費法事後比較、皮爾遜積差相關、多元逐步迴歸分析、層次迴歸分析等統計方法進行資料分析。主要研究結果如下： 1.臺北市公立高中兼任行政職務教師工作壓力屬中下程度；復原力屬中上程度；有39.1%有輕度以上憂鬱行為表現。 2.30歲以下兼任行政職務教師的憂鬱行為表現顯著高於41歲以上者。 3.師範院校畢業兼任行政職務教師的憂鬱行為表現顯著高於研究所以上畢業者。 4.兼任行政職務6至10年與11至15年教師整體復原力顯著高於兼任行政職務1至2年者。兼任行政職務1至2年教師的憂鬱行為表現顯著高於6至10年者。 5.兼任主任教師的整體復原力顯著高於兼任組長者。兼任組長教師的憂鬱行為表現顯著高於兼任主任者。 6.已婚兼任行政職務教師整體復原力顯著高於未婚者。 7.子女數2人以上兼任行政職務教師整體復原力顯著高於無子女者。 8.學校規模51班兼任行政職務教師整體工作壓力顯著高於31至50班者。 9.臺北市公立高中兼任行政職務教師整體工作壓力與憂鬱行為表現間有顯著中度正相關的關係。整體復原力與憂鬱行為表現間有顯著低度負相關的關係。 10.專業知能工作壓力與個人強度復原力最能有效預測臺北市公立高中兼任行政職務教師的憂鬱行為表現。 11.臺北市公立高中兼任行政職務教師的復原力能在工作壓力與憂鬱行為表現間扮演調節作用。 本研究依上述各項結果加以討論，並提出數點建議，以供後續相關實務工作及研究的參考。 / This study aims to investigate the correlation among work-related stress, resilience and the presentation of depressive symptoms of teachers with additional administrative duties who work at public senior high schools in Taipei city. The subjects of the study are 279 teachers with additional administrative duties who work in public senior high schools in Taipei city(referred to as “such teachers” hereafter). Research instruments include 「Quantitative Investigation on Presence of Job Stress」,「Resilience Scale for Adults」,「Ko Depression Inventory」. Data collected is analyzed using descriptive statistics, independent sample t-test, one-way ANOVA, Scheffé methed、Pearson's correlation analysis, multiple stepwise regression analysis and hierarchical regression analysis. The main results are listed here. 1.Such teachers’ work-related stress is in the lower-medium level. Their resilience is in the high-medium level. 39.1% of them show minor or more serious depressive symptoms. 2.There are significantly more such teachers under the age of 30 who show depressive symptoms than those over the age of 41. 3.There are significantly more such teachers with college/university diploma who show depressive symptoms than those with a master’s degree or a higher academic qualification. 4.Resilience shown by such teachers who has been in administrative posts for 6 to 10 years and 11 to 15 years is significantly stronger than those who has only been in their administrative posts for 1 to 2 years. Those who have only been in their administrative posts for 1 to 2 years show significantly more depressive symptoms than those who have been in their administrative posts for 6 to 10 years. 5.Overall, such teachers who are directors show stronger resilience than such teacher who are section chiefs. On the other hand, such teachers who are section chiefs show more depressive symptoms than those who are directors. 6.Such teachers who are married show significantly better resilience than those who are single. 7.Such teachers who have more than 2 children show significantly better resilience than those who have none. 8.Such teachers working at schools with 51 or more classes experience significantly more work-related stress than those working at schools with 31 to 50 classes. 9.There is a significant medium correlation between work-related stress experienced by such teachers and the presentation of their depressive symptoms. There is a significant low negative correlation between overall resilience and the presentation of their depressive symptoms. 10.Work-related stress resulting from insufficient professional knowledge and the strength of personal resilience are the best indicators for the presentation of such teacher’s depressive symptoms. 11.Resilience of such teachers can effectively moderate work-related stress and depressive symptoms. This study discusses the above-mentioned results and offers several suggestions for the reference of relevant practical work and further studies.

本研究旨在建構青少年藥物濫用與偏差行為之影響因素模式，並瞭解復原力如何對青少年藥物濫用與偏差行為產生影響。本研究共分為兩組，在一般組青少年的部份，以台灣地區11所國、高中職（含進修學校）1711 位青少年為研究對象;藥物濫用組則是以台灣地區13所矯治機構中，555位藥物濫用青少年為研究對象。研究工具包括衝動性人格量表、父母依附關係量表、師生互動關係量表、同儕關係量表、偏差同儕量表、青少年復原力量表、青少年偏差行為量表與藥物濫用程度量表。本研究採用描述性統計分析、探索性因素分析、驗證性因素分析、單因子多變量變異數分析、Pearson積差相關與結構方程模式進行資料分析。研究主要發現如下： （一） 藥物濫用組青少年之衝動性人格、與父母之間的疏離感、所接觸的偏差同儕及其行為偏差程度顯著高於一般組。 （二） 兩組青少年和父母、教師以及同儕之間均有良好的依附與互動關係。但一般組青少年之師生互動與同儕關係顯著高於藥物濫用組。 （三） 兩組青少年皆有良好的復原力。然一般組青少年在「同理心與人際互動」及「情緒調節」的得分上較高。而藥物濫用組則是在「希望與樂觀」的面向上得分較高。 （四） 整體而言，藥物濫用組青少年之藥物渴求與藥物依賴程度並不高。 （五） 衝動性人格與偏差同儕是直接影響青少年偏差行為的關鍵危險因子，而父母依附關係則是使得青少年偏差行為下降的保護因子。衝動性人格、師生互動關係、同儕關係以及偏差同儕會透過復原力，提高個體行為偏差的程度。僅有父母依附關係會透過復原力降低青少年的偏差行為。 （六） 藥物濫用雙模式驗證結果皆顯示復原力是直接影響青少年藥物濫用的關鍵保護因子；而偏差行為則是對青少年藥物濫用有直接影響的關鍵危險因子。衝動性人格、師生互動關係與偏差同儕都會透過復原力與偏差行為，而提高青少年藥物濫用的程度。而父母依附關係與同儕關係則是會透過復原力及偏差行為降低青少年的藥物濫用。 最後，根據本研究主要發現提出若干意見，以提供相關單位與人員在教育、犯罪矯正與學術研究上之參考。 / The aim of this study was to construct the factor model of drug abuse and delinquency among adolescent and to explore the influence of resilience on the factor model. The participants in this study were 1711 middle school students and 555 youth drug offenders in prisons in Taiwan. Moreover, the employed instruments included the Inventory of Impulsive Personality, the Inventory of Mentoring Function, the Inventory of Meaning Making, the Inventory of Parent Attachment, the Inventory of Teacher-student Interaction, the Peer Subscale of TRICA, the Inventory of peer delinquency, the Inventory of Adolescent Resilience, Juvenile delinquency Questionnaire, and the Inventory of Drug Abuse. The collected data was analyzed by descriptive statistics, exploratory factor analysis, confirmatory factor analysis, one-way MANOVA, Pearson correlation, and SEM. The main findings of this study were as follows: (1) Youth drug offenders had high levels impulsivity and engaged in more delinquent behavior than the normal group; they also felt more alienated by their parents; youth drug offenders’ peers engage in more delinquent behaviors than the normal subjects. (2) Both normal subjects and youth drug offenders were perceived high levels of teacher-students interaction, parental attachment, and good peer relationship. Nevertheless, normal subjects had stronger perceived teacher’s influence and better peer relationship than the youth drug offenders. (3) Both normal subjects and youth drug offenders had high levels of resilience; nevertheless, normal subjects outperformed the youth drug offenders on the “empathy and interpersonal interaction” and “emotional regulation”. Youth drug offenders outperformed the normal subjects on the “hope and optimism”. (4) Youth drug offenders didn’t have high levels of drug craving, dependence, and drug abuse. (5) Adolescent impulsive personality and peer delinquency as the risk factors had direct effects on juvenile delinquency; conversely, parental attachment was the protective factors. Moreover, adolescent impulsive personality, teacher-student interaction, peer relationship, and peer delinquency had indirect effect on their delinquent behavior via resilience. (6) According to these two factor models of drug abuse, teacher-student interaction and peer delinquency had direct effect on drug abuse for model 1; and only teacher-student interaction had direct effect on drug abuse for Model 2. Moreover, the results of these two factor models, resilience were the important protective factor against drug abuse; conversely, juvenile delinquency as the risk factor had the direct effect on drug abuse. As the result, impulsive personality, teacher-student interaction, and peer delinquency had indirect positive effect on drug abuse via resilience and juvenile delinquency; moreover, parental attachment and peer relationship had indirect negative effect on drug abuse via resilience and juvenile delinquency. Recommendations for family, school, correctional institution, and future study are discussed.