Psychosocial Predictors of Psychological Distress in Taiwanese Secondary School Boys and Girls

Abstract

This study was designed to investigate predictors of psychological distress in secondary school boys (n =779) and girls (n = 893) in Taiwan. Participants completed anxiety and depression scales as part of a larger study. Gender, GPA, parenting practices, self-esteem, and personality/satisfaction were significantly correlated with psychological distress. Significant gender differences were found in students' psychological distress, GPA, stereotyped thinking, academic self-expectations, parental expectations, parenting practices, and mother's education level. Stepwise regressions revealed that self-esteem was the only significant predictor for boys; it accounted for 40.9% of the variance in their psychological distress. GPA, family income, self-esteem, and parenting practices were significant predictors for girls; they accounted for 42.6% of the variance in girls' psychological distress. Research recommendations and educational implications are discussed.

Young Women in Today’s Taiwan: Relation of Identity Status and Redemptive Narration to Psychological Well-Being

“…Situated in a society holding both values, Taiwanese women are struggling to form a clear adult identity due to conflicting gender-role expectations. For example, in a study examining predictors of Taiwanese high school students' psychological distress (i.e., depression and anxiety; Hong et al 2005), girls' distress levels are shown to be affected by multiple predictors (e.g., GPA, parenting practice, selfesteem) whereas boys' stress is only related to their current self-esteem. That is, girls perceive multiple sources of stress in their environment that appear to be related to mixed messages about their expected role.…”

“…Taiwanese women face a dilemma when forming an adult identity. Their emergent liberal gender beliefs and personal aspirations (Chia et al 1994;Tian 2011) contradict traditional Confucian values regarding gender-role expectations that encourage them to conform to authority and show a strong commitment only to marriage and family (Cheng 2004;Hong et al 2005;Lee 2009). They must attempt to maintain well-being in the face of this challenge.…”

“…Although the types of challenges and how they are experienced may differ for women in different cultures, the ability to create redemption is likely useful. Taiwanese women likely face a great challenge in negotiating identity issues (e.g., Taiwanese high school students; Hong et al 2005; Taiwanese women; Lee 2009). Their ability to transform personally significant yet challenging experiences via redemptive narration may thus be critical for achieving psychological well-being.…”

“…They must integrate multiple, oftentimes conflicting, values as they are entering into adulthood (Taiwanese and US college students; Chia et al 1994; Taiwanese high school students; Hong et al 2005; Taiwanese women; Lee 2009). Establishing an achieved identity status (Marcia 1966) may allow these women to benefit in terms of psychological wellbeing (Taiwanese and US college students; Cheng 2004; Taiwanese high school students; Lee et al 2010).…”

“…This becomes an even more pressing issue for women in societies undergoing transition where their roles are in flux. Taiwan is such a society: women's socialization from childhood provides mixed messages about their adult identity and aspirations (e.g., Taiwanese high school students; Hong et al 2005). Taiwanese women thereby face a complex task in creating an adult identity.…”