課後學生自主的時間能否自己自律繼續學習，是值得關注的議題。本研究欲瞭解學生從國中到高中自律學習發展情況，以台灣教育長期追蹤資料庫的2939追蹤樣本，進行潛在成長曲線模型分析，結果發現： （1）兩性學生從國中到高中的自律學習發展並無顯著差異。 （2）台灣學生從國中到高中的自律學習呈現遞增狀況。 （3）國中高自律學習的學生到高中的自律學習成長有限；而國中低自律學習的學生到高中自律學習成長幅度較大。 （4）學生家庭社經地位越高、父母學校參與和接納的程度越高，學生國中時期的自律學習情況會越好；但是學生家庭社經地位越高、父母學校參與程度越高，對於學生國中到高中自律學習成長有限，至於父母接納則無顯著影響關係 （5）國中自律學習良好的學生，有較良好的分析能力；但是高中學生的自律學習無法有效預測其分析能力。 依據上述研究結果將提出相關結論與建議以供參考。

本研究採用一項有關青少年成長與發展調適問題的長期貫時性追蹤資料(1996-1999)，試圖突破過去討論青少年憂鬱症狀發展時，所用之横斷式資料的囿限，嘗試應用潛在成長曲線模型(Latent growth curve model, LGC Model)的分析方法，加入歷史時間的縱深，捕捉青少年憂鬱症狀的「起始狀態」、與「個別的成長軌跡發展」。以不扭曲地將所有受試青少年在三年間的內化症狀變化情形，忠實地描述出來。而後，加入「改變」因素的討論，企圖尋找能影響青少年憂鬱症狀發展軌跡的關鍵機制。 此研究主要目的即在「具象化」復原力的理論觀點，企圖加入動態的時間面向，確認負向生活事件與青少年憂鬱症狀發展軌跡之間的因果關聯，並探討來自個人、與環境脈絡中的關係運作，對青少年憂鬱症狀平均數、變化方向與速率的跨時間影響。研究結果明確回答：為什麼有些青少年在受到憂鬱症狀的負向影響之後，尚能有回復機會並「表現地比預期好」的疑問。至於針對一群憂鬱症狀發展呈現改善、或惡化的少數青少年樣本，在性別、自尊、負向生活事件、家庭親子互動、學校好朋友關係等特性上的差異，本研究亦逐一說明。 在理論層次上，本項研究結合適切的研究方法，從「靜態」到「動態」地觀察青少年的身心發展、自「個人」到「家庭系統內外」討論內外在資源對青少年復原的短暫以及長久影響效果，並以一般青少年為研究對象的作法，擴增了復原力理論的推論範疇與解釋深廣。研究顯示，青少年的「改善」或「惡化」憂鬱症狀發展軌跡，確實在環境脈絡的節制之下，存在著個別差異。此外，青少年起始的憂鬱狀態並不影響憂鬱症狀軌跡發展的變化率。家庭經濟不利這項負向生活事件，對於青少年憂鬱症狀的預測，只呈現短暫的初始影響。自尊和好朋友關係皆是青少年可以主動建構與可為之舉，為兩個最重要能影響青少年憂鬱症狀變化的關鍵因素。至於學校脈絡，則可視為在家庭脈絡之外，能提供青少年憂鬱症狀改變效果的新路徑，以及讓青少年可以順利「轉大人」之雙重機會的結構因素。 / Using data derived from a panel study (1996-1999) of long-term Taiwanese adolescent development and adaptation, this study intended to break through the limitations of cross-sectional studies, which plagued past studies of adolescents’ developing depressive symptoms. By employing the Latent Growth Curve Model (LGC Model), this study mainly attempted to feature the individual initial status and the trajectory of every adolescent’s developmental depressive symptoms, which concerned about the important functions of the dynamic historical time and space on youth internalizing symptoms, for the research purpose to reflect the real resilient outcome each adolescent displayed. Besides, in order to understand the key factors that were taken as positive and effective mechanisms to influence the initial status and rates of changes on youth trajectories of depressive symptoms, several latent constructs such as self-esteem and protective factors developed from family and school contexts were taken into accounts. Further, specified characteristics were noted to highlight the basic differences gradually showed between resilient improved adolescents and worsen ones. A positive-psychological stance was taken as the leading research perspective in this study. The results shows that familial economic hardship only affects the initial status of adolescent depressive symptoms, implying that this negative event just had a short-term effect on youth’s psychological well beings. Those who were initially vulnerable to familial negative event had opportunity to become resilient over time. As to the protective factors, self-esteem and cohesive good-friendship were two crucial facets adolescents could actively construct and make efforts for further resilient performances to be better than expected. The analyzing results indicated, interestingly, that parent-child relationship early obtained in family context and adolescent’s satisfaction with parenting merely counted for the initial impact on adolescent trajectories of depressive symptoms. Concerns and cohesive relationships acquired in school contexts, especially in classes, provided dual chances for adolescents to become resilient in a long run.

對偏差行為的解釋有多種理論，不過以後天的角度詮釋偏差行為，則社會控制理論、自我控制理論是最有力的解釋理論。本研究亦欲圖驗證此兩種理論在多變量潛在成長模型的效用。因此，研究者採用臺灣教育長期追蹤資料庫之資料，以自我控制信念、親子關係、同儕關係、學校依附感、教育抱負、學業成就預測偏差行為之變化。此外，並探究性別對潛在成長模型之影響。茲將研究成果陳述如下。 1、偏差行為隨著年級逐漸增加，日益增加，變異數亦逐漸擴大。 2、整體多變量潛在成長模型中，整體模式適配度良好。 3、自變項對偏差行為截距、斜率解釋量分別為.19、.32，顯示模式的解釋量仍有改善空間，其中對截距之預測達顯著者，分別為同儕關係截距、學校依附感截距、學業成就截距、親子關係截距。對斜率之預測力達顯著者，分別為學校依附感斜率、學校依附感截距、同儕關係斜率、同儕關係截距、教育抱負截距。 4、運用多群組分析，發現男女生並無測量不變性。 5、性別對偏差行為有重要影響。 6、預測女生的斜率主要考量其學校依附感和同儕關係，但預測男生偏差行為的斜率除了與學校、同儕的關係外，還要考量其教育抱負。 最後，根據上述的結論，研究者分別提出實務、研究方法、未來偏差行為研究之建議，以作為參考。 / The cause of deviation behavior is explained by many theories. However, social control theory and self control theory are the most famous and important theories. Research would like to confirm the theories which are applied in multivariable latent growth curve model. Therefore, TEPS data are analyzed to investigate the model, and the results are as follows: (1)Deviation behavior gradually increases with time and variety of it also rises. (2)The fit of model is good. (3)The intercept is explained 19% by independent variables and the slope is explained 32%. In addition, it is significant for the intercept of the relation of peer group, attachment feeling of school, parental relation and academic achievement in the regression which is employed to anticipate the intercept. It is significant that the intercept of the relation of peer group, attachment feeling of school, and educational ambition and the slope of peer group, and attachment feeling of school can anticipate slope of deviation behavior effectively. (4)Employing multi-group analysis, there exist gender differences in the model. (5)Sex has influence on deviation behavior. (6)For girls, the slope of deviation behavior is anticipated by social relations, but for boys, besides the peer relationship, it is also included the educational ambition. According the results, some suggestions are proposed for future researches and the administration authority.

過去關於父母參與效果的研究發現：父母參與有助於提升子女的學習成就。由於父母參與被視為一種社會資本或文化資本的延伸，父母參與的愈多，其子女學習效果也愈好。有鑑於此，本研究主要在探討父母參與在家庭社經地位和子女學習成就之間所扮演的角色，並將研究目的細分為三個研究議題。首先，根據智力發展理論與認知能力成長曲線相關研究，第一個議題探討臺灣青少年學生學習成長軌跡的發展與變化情形為何？接著，運用 Bourdieu 的文化資本與 Coleman 的社會資本的概念說明父母參與的重要性，其它兩個議題則探討家庭社經地位對子女學習成長軌跡的影響歷程中，父母參與扮演著中介效果還是交互作用效果？ 原始資料來源取自臺灣教育長期追蹤資料庫（Taiwan Education Panel Survey）公共使用版中的第一波到第四波國中長期追蹤樣本，使用潛在成長曲線模型進行次級資料分析。研究結果發現：1.就整體學習發展型態來看，臺灣青少年學生學習成長軌跡的發展是一種非線性遞增減速的成長曲線，年級愈高，學習成長速率愈慢；2.就個別學習成長軌跡而言，學生間起始狀態與成長速率有個別差異現象，進一步透過潛在成長混合模型的分析，發現學生學習成長軌跡的發展型態並無類別上的差異；3.學生的起始能力會影響學習成長速率的變化而產生馬太效應；4.隨著時間的遞移，高起始能力組的學生，其學習成長速率高於低起始能力組的學生，兩者的學習成就間差距會逐漸擴大而產生扇形擴散效應；5.父母參與對子女學習成就表現有顯著正向的短期立即效果與長期延宕效果，但波段與波段之間的延宕效果則沒有顯著差異；6.在家庭社經地位對子女學習成長軌跡的影響歷程中，父母參與扮演著部份中介而不調節的影響效果。 最後，依據上述研究發現，就研究結果與研究方法兩方面，將提出相關研究建議以供實務參考及後續研究之用。 / The previous research has shown that parental involvement produces measurable gains in student achievement. Since parental involvement is seen as a form of social capital and cultural capital, it is possible that the more a student owns parental involvement, the bigger the effect is. Thus, this study explores what role parental involvement plays between parents’ social-economic status and their children’s academic performance. The major purpose is further categorized into three specific questions. Based on the intelligence developmental theory and growth curve analyses of cognitive ability, the first is to inquire what patterns the development and change of academic growth trajectories of Taiwanese teenager’s academic performance are. Using the concepts of Bourdieu’s cultural capital and Coleman’s social capital to explain the importance of parental involvement, the other two purposes are to explore whether the effects of parental involvement on adolescent academic growth trajectories are mediated or moderated by family socioeconomic status. Using the data from the public released core panel data of the Taiwan Education Panel Survey (TEPS) in 2001, 2003, 2005, and 2007, this study employs the method of the latent growth curve modeling to address research questions. The results are the following: (1) Academic growth trajectory of Taiwan adolescence’s achievement reveals a nonlinear de-accelerating growth curve; (2) There are significant individual differences in both the initial status and growth rate of achievement among students, but further employing different latent growth mixture models shows no individual differences in the patterns of academic growth trajectories; (3) The Matthew Effects occur in the academic growth trajectories of Taiwanese teenagers; (4) Students with lower initial status learn more slowly over time than those with higher initial status do, and the “fan-spread” effect is found; (5) There are positive short-term and longer term effects of parental involvement on the Taiwanese adolescents’ academic achievement performance, but no significant difference among patterns of longer term effects over 6 years; (6) The effects of parental involvement are partially mediated, but not moderated by family SES. Finally, the study discusses the implications of parental involvement and suggests directions for future research.