目標：探討國小學童社會信任分布及相關之家庭與班級層級環境因素。方法：本研究資料來源為台灣北部某縣市「兒童少年身心發展生活需求現況調查」。研究族群為公立小學共2,691位四年級學童，回應率為97.3%。該項行政調查資料採自填式紙筆問卷收集資訊，問卷內容包含有社會信任、個人及家庭狀況、學校及社區環境特性等。統計分析採多層次多元邏輯斯迴歸模型估計不同層級之社會環境因素與兒童晚期社會信任之相關性。結果：父母社經地位和親子關係與學童社會信任有正向相關：父母一位（含）以上非本國籍與學童低社會信任程度有顯著相關（調整勝算比1.36，95%信賴區間1.02-1.80）、感到被家人忽略與學童低社會信任程度有顯著相關（調整勝算比1.61，95%信賴區間1.22-2.11）。父母曾出席親師會與學童高社會信任程度呈正相關的現象出現於父母教育程度相對較高的班級中，而若班級父母教育程度相對較低，父母曾參加過親師會與學童社會信任程度較低相關。結論：個人及學校班級環境皆與學齡孩童的社會信任程度有關，尤其是個人的家庭特性。當社會資本為兒童健康發展的保護因子時，有必要進一步瞭解個體的社會信任於兒童晚期至青春期時的演變以及在家庭、學校與社區等層級中的可修飾環境因子，這將有助於兒童社會資本的正向發展。

Objectives: Social trust, an essential component of social capital, plays a significant role in shaping one’s health and well-being. The present study aims to investigate the distribution of social trust in late childhood and associated social factors. Methods: Data were obtained from the Survey of Physical and Mental Development and Living Needs of Children. A total of 2,691 fourth-grade students were ascertained from public elementary schools in one of the northern counties/cities in Taiwan (response rate = 97.3%). Data were collected from a paperand-pencil self-report questionnaire containing questions about individual demographics, parentchild interaction, community violence exposure, and social trust. Results: Multilevel multinomial logistic regression analyses indicated that parental socioeconomic status (e.g., having at least one immigrant parent (adjusted Odds Ratio [aOR] = 1.35, 95% confidence interval [CI] = 1.02-1.79)) and parent-child relationship (e.g., feeling neglected (aOR = 1.61, 95% = 1.23-2.12)) are strongly correlated with children’s low social trust level. The reduced odds of low social trust level associated with parent-teacher meeting attendance was salient only in the classes characterized by higher parental education (p<0.05). Conclusions: Non-native parents, unfavorable parentchild interaction, and community violence exposure were strongly associated with one’s endorsed low social trust in late childhood. Future research is needed to explore how social trust evolves through adolescence and to delineate probable modifiable social factors.

社會信任 ； 兒童晚期 ； 多層次 ； 班級 ； 學校

social trust ； late childhood ； multilevel ； class ； school