跨境中學生學校適應、自尊及感知社支持關係研究

There is a lot of literature that suggests that cross-border learning may affect students'
adaptive performance, and secondary school students' school adjustment quality is closely
related to self-esteem development and perceived social support. However, there is still a lack
of relevant empirical research in Macao, making it difficult to grasp the actual situation of
cross-border students in these three aspects and provide appropriate interventions. Therefore,
this study compares the differences and relationships between cross-border and secondary
school students living in Macao in school adjustment, self-esteem and perceived social support,
and explores the relationship between them and factors such as gender, grade, parental
background, family structure and socioeconomic status, in order to fill the gaps in existing
research. In this study, the School Adjustment Scale, Rosenberg Self-Esteem Scale, and
Comprehension Social Support Scale were used to survey secondary school students in Macao.
The results showed that there was no significant difference between the two groups in these
three aspects, indicating that cross-border identity was not the main influencing factor.
However, two types of students exhibit different characteristics: in terms of school adjustment,
cross-boundary students have weak learning ability, while students living in Macao have
weaker learning motivation and interpersonal interaction; Grade and family economy are the
key influencing variables, with junior high school and senior high school students adapting the
best, while senior high school students have the weakest interpersonal interaction and school
adjustment. Children from low-income families have significantly worse school adjustment. In
terms of self-esteem, girls were significantly higher than boys (p<0.01). 48.77% of the students
surveyed had low self-esteem, of which 55.9% were students living in Macao. In terms of perceived social support, the family support of cross-border students is low, while the support
of students living in Macao and other supports is weak, with 17.01% of students in a state of
low support, especially first-year students, children from low-income families. The study found
that perceived social support significantly affected school adjustment and self-esteem: the
higher the level of support, the better the school adjustment, and friends and other support were
particularly beneficial for learning motivation and interpersonal interaction. However, those
with higher family and friend support have lower self-esteem, indicating that the support
system may turn into a psychological burden.

不少文獻指出跨境學習可能影響學生適應表現，而中學生的學校適應品質更與自 尊發展及感知社會支持密切相關。然澳門尚缺乏相關實證研究，難以掌握跨境學生在 此三方面的實際狀況並提供適切介入。因此，本研究比較跨境與居澳中學生在學校適 應、自尊及感知社會支持上的差異與關係，並探討其與性別、年級、父母背景、家庭 結構及社經狀況等因素之間的關聯，以彌補現有研究空白。 本研究以澳門中學生為對象，採用學校適應量表、Rosenberg 自尊量表和領悟社會 支持量表調查。結果顯示，兩組學生在此三方面均無顯著差異，反映跨境身份並非主 要影響因素。然而，兩類學生呈現不同的特質﹕學校適應方面，跨境學生學習能力較 弱，居澳學生則學習動機及人際互動較弱；年級與家庭經濟為關鍵影響變項，初三、 高三學生適應最佳，高一學生人際互動與學校適應最弱；低收入家庭子女的學校適應 明顯較差。自尊方面，女生顯著高於男生(p <0.01)。48.77%受訪學生處於低自尊狀態， 其中居澳學生佔 55.9%。感知社會支持方面，跨境學生家庭支持較低，居澳學生朋友 及其他支持較弱，17.01%學生處於低支持狀態，高一學生、低收入家庭子女尤其明顯。 研究發現感知社會支持顯著影響學校適應與自尊﹕支持度越高，學校適應越好， 朋友與其他支持尤有助於學習動機與人際互動；然家庭與朋友支持較高者，其自尊反 而偏低，顯示支持系統可能轉為心理負擔。