The Relationships Among Family Resilience, Emotion Regulation, and School Adjustment of Junior High School Students.

• Main Authors: CHUANG, HUI-TZU, 莊蕙慈
• Other Authors: 林清文
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/76530755202115850125

碩士 === 國立彰化師範大學 === 輔導與諮商學系所 === 102 === This study investigated the relationships among family resilience, emotion regulation, and school adjustment in a sample of 675 junior high school students. The instruments used in this study included Family Resilience Perception Scale for adolescents, Emotion Regulation Scale, and School Adjustment Scale. The two-way ANOVA were proposed to examine the differences of gender roles and grade roles, and Structural Equation Modeling was proposed to examine the role of emotion regulation between family resilience and school adjustment. The main finding of this study were as follows: 1. Family resilience of junior high school students is moderately high. 2. Emotion regulation of junior high school students is moderately high, and there are no differences in gender and grades. 3. School adjustment of high school students is high on average, and female students had better school adjustment than male ones, including “school regularity adjustment”, ”academic adjustment”, and “teacher-child relationships”; but there are no differences in grades. 4. Structural equation modeling results indicate that family resilience has direct effect on emotion regulation, and school adjustment; emotion regulation mediates the relationship between family resilience and school adjustment. According to above findings, several comments and suggestions are offer to parents, educational practice and future research.