憂鬱症狀的發展是心理與教育界甚為重要的議題。本研究藉由二因子潛在成長曲線模式中的隨機截距隨機斜率模型來探討生命歷程中自尊、親子與師生關係三項因素對憂鬱症狀之長期影響情形。研究資料取自「臺灣青少年成長歷程研究」資料庫中2002至2009年間三波（國三、高三、大四）長期追蹤固定樣本共992位。研究結果發現：（1）自尊初始狀態會負向影響自尊變化幅度，自尊初始狀態會對個體憂鬱症狀之分數帶來正向影響，自尊變化幅度則會對憂鬱症狀分數帶來負向影響，顯示自尊一直以來之重要性；（2）親子關係初始狀態會負向影響關係的變化幅度，且親子關係變化幅度也會負向影響憂鬱症狀分數之變化幅度，顯示至成年初顯期親子關係都有改變的可能；以及（3）師生關係初始狀態會負向影響師生關係的變化幅度，也會負向影響憂鬱的變化幅度，顯示早期師生關係的重要性。本研究發現自尊、親子與師生關係在青春期到成年初顯期間對個體憂鬱症狀有不同影響，在高三時的變化更值得注意，並據此提出教學輔導與未來研究相關建議。

This study aimed to investigate the trajectories on depressive symptoms from adolescence to emerging adulthood by considering self-esteem, parent-child, and teacher-student relationships. Two-factor latent growth curve model with random intercepts and random slopes was used for a longitudinal data. In this panel study, samples of 992 students were selected from Taiwan Youth Project (TYP) in three waves from 2002 to 2009 (at grade 9, grade 12, and the senior year of university). The results showed that: (1) The initial levels of self-esteem negatively affect its rates of change and the initial levels of depressive symptoms. The greater the rate of change in self-esteem, the lesser the rate of change in depressive symptoms. Besides, the initial levels of self-esteem positively affect the rate of change in depressive symptoms. (2) The initial levels of parent-child relationship negatively affect its rates of change. Moreover, the rates of change in parent-child relationship negatively affect the rates of change in depressive symptoms. (3) The initial levels of teacher-student relationship negatively affect its rates of change and the rates of change in depressive symptoms. These results show that self-esteem, parent-child and teacher-student relationships have different impacts on individual depressive symptoms from adolescence to emerging adulthood, especially in the senior year of high school. Based on these results, suggestions for practical applications and future research are also discussed.

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