Abstract The objectives of this research are to investigate the self-esteem for junior secondary school students in Macau, and its relationships with student-parent relation and students' life adaptation. The sample of this research consists of 587 form one to form three students taken from three secondary schools in Macao. The questionnaire comprises of four parts: basic data, Coopersmith Self-esteem Scale, Parental Relation and Life Adaptation. Reliabilities of different measuring scale range from 0.7166 to 0.9200, indicating a high internal consistency obtained. Various statistical technique, Pearson Product-moment Correlation Coefficient, ttest, One-way ANOVA, Stepwise Regression, are used to test the relationships between students' self-esteem and various independent variables. In-depth interviews are also conducted for students as measured as high and low self-esteem, with two from each group. Major findings are as follows. 1. The order of teens' overall self-esteem from different form level is form one, form three and form two respectively. Form one students have higher self-esteem than secondary two and secondary three students. Moreover, the differences of overall self-esteem from form one and form two, form one and form three, are obvious. Teens are afraid of presenting theirs opinion, and they lack leadership ability, as reviewed from the social and selfacceptance sub-scale. In addition, male students have higher overall self-esteem than female, as well as in all sub-scales 2. Teens' self-esteem and its various sub-scales have statistical significance relationships with student-parent relation and life adaptation. Sex and grades are relatively less statistical significance than these factors, as a result from Stepwise Regression procedure. The most accurate prediction of self-esteem is, in sequence, life adaptation, student-mother relation and student-father relation. 3. From depth interviews with students of high and low esteems, there are difference between these two groups is terms of thinking methods, social behavior, awareness of parents' education methods, and parental relations. There are also difference in handling selfemotion when undergo life pressures. 2

摘要 本研究主要目的在探討澳門初中學生自我尊重狀況、及其與父母情感關係及生活適 應之相關情況。 本研究以澳門三間中學 587名中一至中三學生為研究樣本,測量工具包括「個人基 本資料」(梁成安、李小鵬,2001)、「自我尊重量表」(以 Coopersmith (1967)所編製 Self-esteem Inventory 為基礎)、「與父母情感關係量表」(吳怡欣,1999)及「行為困擾 量表」(李伸崇與歐慧敏,1993)。收集所得的資料首先以信度分析(Reliability Analysis) 對測量工具進行可靠性之檢驗,再以皮爾遜差矩相關係數(Pearson Product-moment Correlation Coefficient)、T-考驗(T-Test)、單因子變異數分析(One-way ANOVA)及 逐步回歸分析(Stepwise Regression)等統計方法進行資料處理。另外,研究者把受試 者在「自我尊重量表」中得分數以百分位數之方式分為高、中、低三部份,並在高得分 部分選取兩名青少年,在低得分部分選取兩名青少年,共四名青少年進行訪談。本研究 的主要發現如下: 1.不同年級青少年在自我尊重上得分由高至低次序為:中一、中三、中二。其中,中一 與中二、中一與中三得分皆有明顯差異。而不同年級青少年在自我強度方面都比較 弱,即較害怕表達自己的意見和缺乏領導者能力,表現在各年級的「社會及自我接受」 分量表之得分都比自我尊重其他分量表的得分為低。另外,男生在整體自我尊重及各 內涵上之得分皆高於女生。 2.青少年的「自我尊重」、「與父母情感關係」、「生活適應」三者之間都有非常明顯相關。 又由逐步回歸分析發現性別和級別並不是構成低自我尊重的最主要理由,而最能解釋 青少年「自我尊重」的因素由高至低次序分別為:「生活適應」、「與母親情感關係」、 「與父親情感關係」。 3.由訪談內容的分析發現,高自尊和低自尊青少年在思考方式和行為表現上、知覺到的 親子關係和父母教育方式上、面對生活壓力時如何處理自己的情緒上,也各有不同。 1