| 摘要: | 本研究目的主要是了解馬來西亞華文高中生的死亡態度、生死教育需求、影響死亡態度和生死教育需求之因素，以及其死亡態度與生死教育需求之相關性。本研究範圍為馬來西亞60所華文中學2006年度的高中生，研究對象為馬來西亞2006學年度12所華文中學高中二的學生，回收有效問卷共1,014份。研究方法為問卷調查法，研究工具則採用中英簡體版之「死亡態度量表」（DAP-R）及「生死教育需求調查表」，並以次數分配、平均數、標準差、t 檢定、單因子變異數分析、及皮爾森積差相關等統計方法進行資料之分析。本研究結果重點摘要如下： 1. 受試者有81%具有深刻人物的死亡經驗、52.2%曾經歷了家人的死亡、以及73.9%具有深刻死亡事件的經驗。2. 受試者的死亡態度以中性接受為主，死亡恐懼與死亡逃避次之，逃離接受分數最低。3. 受試者的性別、宗教信仰及其虔誠度、其深刻人物的死亡、以及深刻的死亡事件之不同皆顯著影響其對死亡恐懼的態度。4. 男性、在家排行居中之受試者在死亡逃避上顯著高於為女性、獨生的受試者。5. 受試者籍貫、宗教信仰及其虔誠度之不同在其死亡趨近接受上皆有顯著差異。6. 父母親教育程度之不同對受試者的中性接受和趨近接受有顯著的差異。7. 受試者對生死教育的需求度高，尤其是珍惜生命與自殺防治的課題是受試者的首選，其次為安寧照顧與悲傷輔導的課題，接下來依序為死亡與人文、死亡醫學、死亡恐懼與迷思、文化習俗和宗教哲學之課題。8. 受試者的生死教育需求會因性別、宗教信仰及其虔誠度、母親的教育程度、深刻人物的死亡、以及深刻的死亡事件的不同而呈現顯著之差異。9. 受試者的死亡態度除了逃離接受與其整體的生死教育需求呈現顯著負相關外，其他四個層面皆呈現顯著正相關。 根據以上的研究結果，研究者對未來在馬來西亞華文高中推廣生死教育以及未來的研究提出具體建議以供學校及相關單位做參考。
The purpose of this research is to understand Malaysia Independent Chinese High School students’ attitude towards death, their need for life & death education, the factors that affect their attitude towards death and need for life & death education, and the relation between their attitude towards death and the need for life & death education. This research collected 1,014 samples from Year 2006 Senior Two students of 12 Chinese High schools. Questionnaire survey form was used and the research instruments were Death Attitude Profile-Revised (DAP-R) and the need for Life & death education survey form. The data were being analyzed in percentile rank, mean, deviation, t-test, one-way ANOVA, Scheffe’s posterior comparison and Pearson product-moment correlation. The results were summarized as follows:1. Eighty-one percent of high school students had deep memory of a dead person, 52.2% had encountered with death of family members and 73.9% had deep memory of death events.2. Students’ attitude towards death was mainly of “neutral acceptance”, secondly on “fear of death” and “death avoidance” and lastly is the “escape acceptance” of death.3. The students’ differences in gender, religious belief and the degree of belief, memories of dead persons and death events have significant effect on their attitude of the “fear of death”.4. Male students tend to have higher “death avoidance” than the female students; and students who are middle child in their family also have higher “death avoidance” than the only child students. 5. Differences in students’ ancestry, religious belief and the degree in belief are significantly related with their “approach acceptance” of death attitude.6. The different educational background of students’ parents revealed significant differences for the “neutral acceptance” and “approach acceptance” of students.7. Students are highly needed for life & death education. The most needed area of life & death education is “suicide prevention and value of life” followed by “hospice care and grief counseling”. The other areas in ranking order are “death and humanity”, “death and medical”, “fear and myth of death”, “culture and rites”, and “religion and philosophy”.8. The students’ need for life & death education is significantly effected by the difference of their gender, religious belief and its degree of belief, their mothers’ education background, their memories of dead persons and death events.9. The students’ “fear of death”, “death avoidance”, “neutral acceptance” and “approach acceptance” correlated positively with their need for life & death education except the “escape acceptance” dimension correlated negatively. According to the research results, suggestions have been made for the reference of Chinese High Schools and related educational bodies in order to introduce life & death education in Malaysia. |
