Vol. 13 No. 2 2003 271 281 I Λ1 Λ2 I 162 II 286 3 4 1 > 2 3 1) 13 11 36 1 275 1 7 21 2;3) 17 4 6) 7;8) 9) 10) Λ1 Λ2 701-0193 288 271
272 11) 12) 1 Barrera 13) 1fl social embeddedness 2fl perceived support 3fl enacted support 3 14) 15) 3 2fl 13) 16;17) 1 14;15;18 21) 2 22;23) 4 24;25) 1 1fl 2fl 3fl 26) 4 2 2 Barrera&Ainlay 27) Cohen&Wills 28) Lin 29) Vaux 30) > 14;20;31) > 14;20;22;31) 1 > 2 14) 16) 1 32;33) 2 14) 31) 34) 1 28.4% 2 21.9% 3 8.9% 4 8.0% 1 ο
I 273 Holmes&Rahe 35) 36;37) 14;38 44) 45 48) 2 14;22;42;48) 1 < 2 14;22;42) 42) 1 1 2 2 2 ο
274 1 1.1 1.2 1.2.1 1.2.2 1 26) 4 2 6 19) 49) 14) 6 36 2 4 46) 42) 50) 48) 5 20 2 2.1 2.2 5 2 3 12ο15 13.4 I 1 2 2.1 I 1 2 203 1 83 46 37 2 79 35 44 162 83 79 12ο14 12.7 81.3% 2.2 I 2.3 2.3.1 36 1 2 3 4 4 14) 15) 2.3.2 20 51) 0 1 2 3 4 0 1 2 3 4 0 ο 9
I 275 0 0 0 0 0 3 3.1 1 35 Promax Promax 1.0 3.35.35 6 18 6 3.2 1 80% 0 19 Promax 1.0 4.35.35 15 II 1 Cronbach ff ff 2 2.1 II 1 2 352 1 147 63 84 2 139 61 78 286 124 162 12ο14 12.7 81.5% 2.2 II 2.3 I 18 15 3 3.1 18 Promax 1.0 3 3.35.35 17 17 3 1.91 2.74 3.60 I.45ο.54 ff ff ff.91.93.71.72 17
276 3 ff 3.2 15 Promax 1.0 4 4.35.35 13 4 1.85 2.90 3.79 4.60 I.15ο.49 ff ff ff.82.80.81.72.63 13 3.3
I 277 4 ff 5 2 5 F 1,282 =29.61 p<.001 F 1,282 =20.34 p<.001 F 1,282 =4.61 p<.05 F 1,282 =4.47 p<.05 1 2 F 1,282 =31.75 p<.001 3.4 3.4.1 t 6 t t 285 = 3.21 p<.01 t 285 = 2.80 p<.01
278 6 t 3.4.2 1 3 7 F 2,855 =102.46 p<.001 LSD p<.001 7 3.5 1 4 8 F 3,1140 =36.92 p<.001 LSD p<.001 p<.001 p<.05 8 4 4.1 3 2 22) 24) 25) 2 26;29;30;52) 2 2 16;17) 16) 4 13 4 42;46;50) 4.2 14;20;22;31) 53) 1 2 1 2 20) 14) 31)
I 279 54) 55) 42) 51) 50) 2 4.3 56) 1 2003 22001 3 21 20 311 316 2002 4 44 278 286 1996 5 47 741 746 1993 6 40 1016 1022 1992 7 12 55 18 34 40 2001 8 1 38 1994 9 8 145 158 1993 10 56 1219 1224 2002 11 20 170 179 1987 12 17 150 184 2002 13 Barrera M Distinction between social support concepts measures and models American Journal of Community Psychology 17 413 445 1986 14 41 302 312 1993 15 2 27 44 1993 16 2 245 253 1994 17 33 95 102 2000 18 10 13 24 1995
280 19 14 402 410 1992 20 23 87 100 1998 21 8 1 12 1993 22 53 167 178 2002 237 14 25 1994 24 I 36 501 1994 25 49 337 351 1999 26 64 144 2000 27 Barrera M and Ainlay SL The structure of social support A conceptual and empirical analysis Journal of Community Psychology 11 133 143 1983 28 Cohen S and Wills TA Social support stress and the buffering hypothesis Psychological Bulletin 98 310 357 1985 29 Lin N conceptualizing social support In Lin N Dean A and Ensel W Eds Social Support Life events and Depression Academic Press Orland 17 30 1986 30 Vaux A Social Support theory reseach and intervention Praeger New York 1988 31 IV 22 115 128 1996 32 29 374 389 1988 33 3 211 231 1982 34 13 10 54 45 57 2002 35 Holmes TH and Rahe RH The social readjustment rating scale Journal of Psychosomatic Reserach 11 213 218 1967 36 35 437 449 1993 37 21 1 13 1988 38 107 159 167 1998 39 29 197 207 1996 40 8 11 24 1998 41 4 5 6 39 182 185 1991 42 63 310 318 1992 43 5 7 19 1992 44 28 142 143 1995 4525 165 179 1990 46 7 66 76 1999 47 1055 442 449 1996 48 40 29 40
I 281 1998 49 44 11 22 1996 50 46 442 451 1998 51 8 13 23 1993 52 8 1992 53 28 336 340 1980 54 1996 55 12 99 109 2001 56 69 53 65 1998 15 11 29 A Study of Parental Support and Stressors in Junior High School Students (I) Development of The Parental Support Scale and The Stressor Scale Takashi HATTORIand Osamu SHIMADA (Accepted Nov. 29, 2003) Key words : parental support, stressor, junior high school student Abstract The purpose of this study is to develop parental support scale and stressor scale for junior high school students, and to investigate the characteristics of parental support and stressors quantitatively. The questionnaire items were collected from mothers' descriptions on parental support and stressors, and also from preceding studies. After several items were modified, 162 junior high school students answered the scales in StudyI. Then items were selected again for StudyII. In StudyII, the data of 286 students were analyzed. The results are as follows : 1) the parental support scale has a threefactor structure (emotional, instrumental, and accepting support), 2) the stressor scale has a four-factor structure (stressors concerning peers, parents, his/her own self, and school subject). The major findings as they relate to quantitative characteristics are : 1) girls have significantly higher scores than boys on parental support, 2) a mother's support is expected to be significantly higher than a father's support, 3) emotional support has the highest score in the parental support scale, and the score for school subject is the highest in the stressor scale. Finally, future directions as a result of this study are discussed. Correspondence to : Takashi HATTORI Master's Program in Clinical Psychology, Graduate School of Medical Welfare, Kawasaki University of Medical Welfare Kurashiki, 701-0193, Japan (Kawasaki Medical Welfare Journal Vol.13, No.2, 2003 271 281)