臺灣青少年未達成的教育規劃對其心理健康及自尊影響之縱貫性研究
Author(s):
Heng-Chin Cho (Department of Education, National Taiwan Normal University)
Li-Yun Wang (Department of Education, National Taiwan Normal University)
Yen-Sheng Chiang (Institute of Sociology, Academia Sinica)
Abstract:
The impact of unrealized educational plans on mental health, whether it aligns more with the predictions of the Self-Discrepancy Theory or the adaptive resilience presented by the Resilience Theory, remains an open question. This study applied longitudinal data from the Taiwan Youth Project, deleting missing values, which resulted in a total of 618 samples for analysis. Regression analysis was utilized to depict the influence of unrealized educational expectation during adolescence and early adulthood on an individual’s happiness, life satisfaction, depressive symptoms and self-esteem of middle adulthood. The findings reveal that unrealized educational plans at 12th grade in high school of Taiwanese adolescents significantly affect self-esteem in middle adulthood. Adjusting educational expectations downward as an adaptive strategy might result in adverse consequences, with effects varying across different developmental stages. Based on these results, the study proposes a few recommendations for educational practice, which include, specifically, sharing multiple definitions of success with students when it comes to career planning. Finally, the authors propose prospects for future research on unrealized educational plans through the lens of dynamic life course trajectories.
Keywords:
unrealized educational plan、life satisfaction、self-esteem、happiness、depressive symptoms
