研究背景與目的：特教學童在發展與學習上，需要家長投入更多心力，當學童成長到了轉銜階段時，家長壓力增加，產生心理上的困擾，本研究試圖透過資源保留理論探討其在轉銜時，壓力知覺、壓力因應與心理健康的關係，並針對結果提出相關建議。

研究方法：透過文獻整理後提出假設與研究架構，因受試者少且不易取得，故採滾雪球抽樣方式，以新北市及臺北市共36所國小進行問卷調查，計回收237份有效問卷。本研究工具包括：「人口變項」、「壓力知覺量表」、「資源保留量表」、「壓力因應量表」和「心理健康困擾量表」。以SPSS18.0版進行Person積差相關檢定、多變量檢定(MANOVA)、雙因子多變量分析、階層迴歸分析檢定各變項間的關係。

研究結果：(1)特教學童家長壓力知覺與資源保留總量表及四項資源呈負相關，與心理健康困擾為正相關。資源保留總量表、四項資源皆與壓力因應總量表、四種因應類型呈正相關。資源保留總量表及四項資源與心理健康困擾呈負相關。壓力因應總量表及三種因應類型與心理健康困擾呈負相關。(2)不同特教學童家長背景在壓力知覺、資源保留總量表和四項資源、壓力因應總量表和四種壓力因應類型上有其顯著差異。(3)特教學童家長在轉銜前的壓力知覺、部份資源保留和部份壓力因應能有效預測心理健康困擾(4)特教學童家長在轉銜的個人資源、物質資源和能量資源能部份中介壓力知覺與心理健康困擾之關係。(5)特教學童家長在轉銜前的預防性壓力因應能調節個人資源與心理健康困擾。

討論：透過本研究結果釐清不同家長在背景變項的差異、四種資源項目的保留程度與中介效果、壓力因應的調節作用與關係，建議特教學童家長平時進行保護資源、建立獲取資源途徑，教師提供在轉銜前提供建議，降低心理健康困擾。

Research background&aim：Facing special education child will transit elementary school to junior high school, their parents need to put more effort, because of parents pressure and psychological distress increasing.This study aimed to through conservation of resource theory explored the relationships among parent’s perceived stress, resource conservation, coping strategies, and their psychological health, reaserch results hope to make recommendations help parents.
Method：Two hundred and thirty-seven parents with elementary special education student were scheduled in this study. The questionnaires were include demographic data, perceived stress scale(PSS), conservation of resource scale, stress coping scale, and chinese health questionnaire (CHQ-12). For examining the hypothesis of this study, Pearson correlation, MONOVA and hierarchical regression were conducted for the statistics analysis.
Results：(1)The degree of perceived stress was negative correlated with conservation of resource, was positive correlated with psychological health distress .The degree of conservation of resource was positive correlated with stress coping strategies. The degree of conservation of resource was negative correlated with psychological health distress.The degree of stress coping strategies was negative correlated with psychological health distress . (2) Exploring found background variable were different on parent’s perceived stress, resource conservation, coping strategies, and psychological health distress.(3)Parent’s perceived stress, resource conservation, and coping strategies, were significantly predicted to the psychological health.(4)The relationship between perceived stress and psychological health distress is partially mediated by parent’s personal resources, object resources and energy resources. (5) The relationship between personal resources and psychological health distress were influenced by the moderating effect of preventive coping.

Conclusion：The findings of the research have led to the suggestion that parents could protect resources and establish way to build resources, as a school teacher so that could assist parents of special education child preventive coping in the transitions stage from elementary to junior high school.

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