探討臺灣青少年因應新冠疫情之學習適應與幸福感差異性和預測力 Exploring the Differences and Prediction in Learning Adaptation and Well-Being Among Taiwanese Adolescents During the COVID-19 Pandemic Period

本研究旨在探討新冠疫情期間臺灣青少年學習適應與幸福感的現況與其相關。預試階段以便利取樣選取120位青少年填寫「臺灣中學生因應新冠疫情學習適應與幸福感問卷」，內容包含「基本資料」、「學習適應量表」及「幸福感量表」三部分。兩份量表─「學習適應量表」及「幸福感量表」，再以探索性因素分析和內部一致性信度檢驗兩份研究工具之信、效度後形成正式量表，其中，「學習適應量表」萃取出「到校上課」、「主動學習」、「遠距學習」等因素，共解釋57.86%變異量，總量表內部一致性信度為.88；「幸福感量表」萃取出「生活態度」、「生活滿意度」、「自我認同」等因素，共解釋60.19%變異量，總量表內部一致性信度為.95。正式施測階段以Google表單蒐集890位青少年資料並進行獨立樣本t檢驗、變異數分析，比較不同背景青少年在新冠疫情期間學習適應與幸福感之差異。最後再以結構方程模式檢驗各個潛在變數間之相關性及其預測力。資料分析結果發現，新冠疫情期間女學生、國中生和北部青少年分別比男學生、高中職學生及南部學生更期待返校實體上課。女生的自我認同感分數顯著高於男生，國中生的幸福感顯著高於高中職學生，居住南部青少年的生活滿意度顯著高於居住北部青少年。此外，結構方程模式分析發現「到校上課」能顯著正向預測臺灣青少年的「幸福感」。本研究結果可以作為未來相關研究及學校面臨重大疫情時規劃課程與教學之參考。 The COVID-19 pandemic led to considerable global morbidity and mortality between 2019 and 2022, prompting governments worldwide to close schools to prevent virus transmission. In early 2020, more than 180 countries suspended face-to-face classes in schools, disrupting the education of millions of students and leading to learning losses for children and adolescents. Investigations have revealed that some students lacked the necessary equipment for online learning and were therefore prevented from attending classes, while others intentionally skipped classes. I addition, surveys have indicated that the number of adolescents and young adults self-reporting mental health problems increased because of social isolation and a lack of face-to-face interaction with others. These findings suggest that during the COVID-19 pandemic period, poor learning performance and the mental health status of adolescents required close attention. In Taiwan, schools were closed twice from 2020 to 2022 to protect students from COVID-19. Learning adaptation refers to students’ learning skills, study plans, learning habits, learning interests and attitudes, learning environment, learning concepts, and physical and mental health. Researchers have suggested that learning adaptation is a dynamic process in which individuals adopt appropriate learning skills and strategies and use environmental resources to solve learning problems that they encounter. An individual’s well-being derives from their subjective perception of happiness rather than objective measures employed by others. The concept of subjective well-being (SWB) was originally proposed to encompass life satisfaction, positive mood, and negative mood. In 1989, Ryff redefined SWB and proposed the concept of psychological well-being (PWB), which covers six dimensions: self-acceptance, positive relationships with others, autonomy, environmental mastery, pu