教育與心理健康之關聯：大學水平分化的效果

• Main Authors: 蔡承珈, Cai,Cheng Jia
• Language: 中文
• Published: 國立政治大學
• Subjects: 教育; 經濟資源; 主觀地位; 社會資本; 心理健康; education; economic resources; subjective social status; social capital; mental health
• Online Access: http://thesis.lib.nccu.edu.tw/cgi-bin/cdrfb3/gsweb.cgi?o=dstdcdr&i=sid=%22G0103254009%22.

社會學研究心理健康關注焦點在了解社會因素如何造成心理困擾的發生，其中教育是重要的一環，教育程度的提升有助於身心健康。在社會變遷的脈絡下台灣的教育結構產生變化，高等教育擴張帶來諸多影響，教育對健康的意義可能有所改變，因此高等教育擴張後不同的教育類別是否會產生各種期望上落差的因素出現心理健康的差異是本文的研究課題。 本文使用台灣教育長期追蹤資料庫後續調查 (TEPS-B) 2010年以及台灣教育長期追蹤資料庫 (TEPS) 2003年高中職五專學生與家長問卷資料，嘗試了解教育擴張後大學水平分化的結果是否會透過經濟資源（如學以致用、工作收入）、主觀地位與社會資本造成不同教育類別在這些因素上的差異進而產生對心理健康的效應，並使用一系列迴歸分析與Bootstrapping檢驗這些因素之間的關聯性。 研究結果發現，相對於專科以下，國立一般大學與私立一般大學憂鬱程度較低，教育對心理健康的直接效果得到部分支持。國立一般大學、國立科技大學愈能在工作上發揮所學進而憂鬱情緒較低，國立一般大學與私立一般大學主觀地位較高，進而降低憂鬱情緒，因此教育會透過學以致用與主觀地位對心理健康產生效果，工作收入無顯著差異，社會資本與過去研究結果相異，教育的間接效果得到部分支持。希冀透過檢視上述的各種因素能對於其中的樣貌有更清楚的掌握。 === To figure out how does social causes lead mental illness to be occurred is what the mental health of sociological study focus on, and the education plays an important role in this statement, which means the higher education will make the better physical and mental status. Under the expansion of higher education in Taiwan, it might have changed the meaning in education to health. The purpose of this research is to realize the direct and indirect effect on mental health whether different education category have different kinds of causes leads to mental health discrepancy after the expansion of higher education. Based on the both data of Taiwan Education Panel Survey and Beyond (TEPS-B) 2010, Taiwan Education Panel Survey wave2 (2003) Senior (Vocational) High School and Junior College Students and parents, this study attempt to examine the pathway of which education category have direct and indirect (job match, income, subjective social status and social capital) effects on mental health after the expansion of higher education which produces horizontal within higher education. The major findings, which by using OLS regression and bootstrapping analyses, were as follows: (1) Comparing to junior college, the general universities have the lower degree of depression, but it’s not significant in technical universities. These findings partially support the education directly affect to mental health. (2) Both of public general and technical universities have the better sense of job match and the lower distress. (3) Public and private general universities have higher subjective social status and lower distress. Income is not significant and the results of social capital contradict to the previous research. These findings support the education indirect effects on mental health partially