為探究具逆境經驗且未中途離校之偏鄉高中生個人韌性與生態系統間動力運作關係，本研究運用 生活經驗問卷，篩選並邀請 18 位（12 位女性，6 位男性）青少年接受半結構式深度訪談，以紮根 理論方法分析。研究結果顯示，不同求學階段之逆境與因應各有不同，分為三階段，學齡前與國 小階段家庭逆境，家人支持可減緩逆境衝擊；國中小階段學校逆境，教師和家長關懷介入與教導 解決問題方法，並發展為內在資源，有助於高中適應。高中階段內在與外在資源交互作用啟動復 原力；不同類型的困境，需要的支持不同。經濟困境上，感恩與體諒父母而打工或爭取獎學金， 成就自身能力；學業困境方面，願意自助與求助，懷抱自我期待，而獲得外在資源克服困境；人 際困境則是需要朋友支持與個人的勇氣及自我調適。高中階段內在資源包括自我調節策略、正向 積極與堅持不放棄的特質態度、及對未來的正向信念。研究發現，高中階段內在資源與外在資源 雙向影響與動態交織，韌性的建立是內在資源與各生態系統層級之間持續交互作用，「近側歷程— 個人—環境脈絡—時間」四者交織互動的成果；而自我調節策略與積極不放棄特質態度是青少年 成功因應的核心關鍵。最後依據研究發現提出強化偏鄉青少年韌性之介入建議。

The school attendance rate of adolescents living in rural and remote areas is markedly lower than the national average for senior high school students (Lin & Wang, 2022). Those who fail to complete secondary education face a substantially higher probability of experiencing negative life outcomes compared to their peers who graduate from senior high school (Lansford et al., 2016). To uphold the principles of equal educational opportunity and social justice, numerous scholars have advocated for proactive measures to mitigate the adverse effects of structural disadvantages on rural students (Huang, 2010; Chen, 2007), thereby enhancing their likelihood of remaining in school. Researchers have further emphasized the importance of strengthening students’ learning motivation, fostering a positive learning attitude, cultivating self-confidence, and developing resilience, in order to realize the intended benefits of educational support policies (Abbott-Chapman, 2011; Cheng, 2012; Chiang, 2016; Chung et al., 2005; Tsai & Wang, 2016). Resilience has been shown to exert a positive influence on the mental health, life adjustment, and academic adaptation of adolescents facing adversity, and is positively correlated with educational connectedness (Martin et al., 2015). Therefore, promoting resilience among disadvantaged youth may represent a viable and promising pathway for preventing school dropout among rural high school students. A deeper exploration of the key factors that foster positive adaptation in the face of adversity could enable resilience to serve as a valuable theoretical framework and intervention model, assisting adolescents in achieving adaptive outcomes despite unfavorable circumstances. The present study aims to investigate the dynamic interplay between personal resilience and ecological systems among rural high school students who have encountered significant adversity but have not dropped out of school. Specifically, it seeks to elucidate how these factors operate in concert to support positive educational trajectories. A life experience screening questionnaire was first administered to identify eligible participants, defined as rural adolescents who had experienced adversity yet remained enrolled in high school. Eighteen participants (12 females, 6 males; 7 in grade 10, 4 in grade 11, 7 in grade 12) were recruited for semi-structured in-depth interviews. Data were analyzed using grounded theory methodology. The findings indicate that the nature of adversity and corresponding coping responses vary across educational stages, forming a three-phase trajectory. In the pre-school and elementary school years, participants often faced family-related adversity; the presence of familial support mitigated the impact of such challenges and provided fertile ground for personal growth. During lower secondary school, adversities were more frequently school-based, and effective teacher and parental interventions—particularly guidance in problem-solving—were instrumental in adaptation. Adversities encountered prior to senior high school, coupled with successful coping experiences, became internalized as personal resources that facilitated high school adjustment. A deeper analysis revealed that although most participants’ families experienced economic hardship, parents nonetheless

未中途離校、高中學生、偏鄉青少年、韌性

non-dropout, high school students, adolescents in rural areas, resilience