壹、研究目的與假設：
一、研究目的：
（一）有關現況之瞭解：
1 瞭解目前國民小學四、五、六年級學生所知覺的日常生活壓力及其來源、與發生頻率、感覺強度之情形。
2 瞭解國民小學四、五、六年級學生面對壓力所採用的因應策略。
（二）研究假設之驗證：
1 探討國小學生的日常生活壓力、社會支持、自我效能與因應策略間的關係。
2 探討國小學生的日常生活壓力、社會支持、自我效能、因應策略與憂鬱程度、出勤情形、學業成就、社會關係間的關係。
3.探討國小學生的日常生活壓力、社會支持、自我效能與因應策略對憂鬱程度、出勤情形、學業成就、社會關係之交互影響。
（三）研究結果之運用
本研究之結果，希望對兒童輔導、親職教育與教育政策皆有所助益。
二、研究假設
本研究假設如下：
（一）兒童日常生活壓力、社會支持、自我效能、與因應策略有典型相關。
（二）兒童日常生活壓力、社會支持、自我效能、與因應策略與憂鬱程度、出勤情形、學業成就、社會關係間有典型相關。
（三）兒童日常生活壓力、社會支持、自我效能、因應策略與憂鬱程度、出勤情形、學業成就、社會關係有顯著交互作用。
（四）兒童日常生活壓力、自我效能、因應策略與憂鬱程度、出勤情形、學業成就、社會關係有顯著交互作用。
貳、研究方法：
一、研究對象
1 本研究之母群體，以台北市民國小學四、五、六年級學生為研究象。
2 樣本之抽取，自十二行政區各抽取一校，並以叢集取樣法，在各校中隨機抽取四、五、六年級學生各一班至二班，全部有效樣本為1278。1278人中，四年級499人（男生247人，女生252人），五年級334人（男生164人，女生170人），六年級445人（男生226人，女生219人）。
二、研究工具
1 國小學生日常生活壓力量表，用以測量受試者日常生活壓力的感覺強度和發生頻率。
2 國小學生因應策略量表：用以測量受試者面對壓力採取的因應方法。
3.自我效能知覺量表：用以測量受試者對自己能力之評估。
4.兒童社會支持量表：用以測量受試者感受到的社會支持。
5.兒童憂鬱量表：用以測量受試者非臨床診斷方面的憂鬱程度。
6.社會計量調查表：用以測量受試者受歡迎的程度。
7.學業成就測驗：用以測量受試者工具性學科（國語和數學）的成就。
三、統計方法
本研究所採用的統計方法如下：
1 因素分析
2 Cronbach’s α
3.典型相關分析
4.三因子變異數分析、Scheff’e事後比較
叁、結果
（一）有關現況之主要發現
1 就兒童日常生活壓力感覺強度部份，兒童感到最大壓力以爸媽吵架為首。
2 就兒童日常生活壓力發生頻率部份，兒童最常遭遇到的日常生活壓力為考試考壞了。
3.就因應策略方面的發現，兒童常採之問題解決策略為：向所尊敬的人學習處理問題的方法。
4.常用的情緒取向因應策略的是生氣。
（二）有關驗證研究假設的主要發現
A、典型相關部分：
驗驗兩個研究假設
1 國小學生日常生活壓力發生頻率高者，較採取情緒取向因應策略。
2 日常生活壓力高、自我效能低、社會支持低測憂鬱程度高、數學成就差、社會關係差。
B、變異數分析部分：
本研究將功力強度，各分成高、中、低三組，社會支持（包含工具支持、情緒性支持、訊息性支持三分量表）分為高、低兩組。自我效能（包含認知能力、社交能力、運動能力、自我價值觀四分量表）分為高、低兩組。因應策略（包含問題取向因應策略、情緒取向因應策略二分量表）分為高、低兩組。以三因子（3x2x2）單變量變異數分析考驗。
計下列四組：
1 （壓力感覺強度高、中、低）x（社會支持高、低）x（因應策略高、低）
2 （壓力感覺強度高、中、低）x（自我效能高、低）x（因應策略高、低）
3.（壓力發生頻率高、中、低）x（社會支持高、低）x（因應策略高、低）
4.（壓力發生頻率高、中、低）x（自我效能高、低）x（因應策略高、低）
結果如下：
1 主要效果部分：
(1)以壓力感覺強度高者憂鬱程度高。壓力發生頻率高者憂鬱程度高。
(2)壓力發生頻率中等者其出勤情形差，壓力感覺低時，出勤情形差。
(3)壓力發生頻率最高者其國語成績最差。
(4)壓力頻率高時，社會關係中的分量表「社會喜好」部分低。
(5)壓力感覺度低者則社會關係分量表「社會影嚮」部分高。
(6)社會支持多則憂鬱程度低、學業成就好、社會關係中的「社會喜好」部分高，出勤情形佳；而社會支持低時，則社會關係中的「社會影嚮」反而高。
(7)採高問題低情緒因應策略者，憂鬱程度低、尤其「人際欠佳」與「自貶自責」兩分量表部分如此。
(8)採高問題低情緒因應策略者，其國語成績最高。以低問題低情緒因應策略者國語成績最低。
(9)採高問題高情緒因應策略者，社會關係中的「社會喜好」部分高。而採低問題高情緒因應策略者其「社會喜好」部分低。
2 交互作用部分：
(1)日常生活壓力、社會支持與因應策略有顯著交互影響。
(2)日常生活壓力、自我效能與因應策略有顯著交互影響。

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