Supplementary Material

The main purpose of the study was to investigate whether gender identity stigma, teachers’ acceptance, and parental support were predictors of mental health among LGBT senior high school students utilizing the predictive research design. A non-probability sampling, specifically the combination of convenience and snowball sampling was employed. A total of four hundred senior high school students participated in the study. Results revealed that the gender identity stigma, teachers’ acceptance, and parental support significantly predict the mental health of the respondents (F (3, 396) = 37.695, p<.001. Specifically, Gender Identity Stigma (β = -.224, t = -4.542, p < .001) negatively predicted Overall Mental Health while both Teachers’ Acceptance (β = .201, t = 4.493, p < .001) and Parental Support (β = .253, t = 5.102, p < .001) positively predicted the Overall Mental Health. The result of the study helped in developing intervention programs that will enhance the existing policy on gender and development in the education sector.

本研究采用预测性研究设计（predictive research design），旨在探究性别身份污名（gender identity stigma）、教师接纳度（teachers’ acceptance）与父母支持（parental support）能否作为LGBT高中生心理健康的预测因素。本研究采用非概率抽样（non-probability sampling）方法，具体结合了便利抽样（convenience sampling）与滚雪球抽样（snowball sampling）两种方式，共计400名高中生参与了本研究。研究结果表明，性别身份污名、教师接纳度与父母支持均可显著预测被试的心理健康水平（F(3, 396)=37.695，p<0.001）。具体而言，性别身份污名（β=-0.224，t=-4.542，p<0.001）对总体心理健康呈负向预测作用；教师接纳度（β=0.201，t=4.493，p<0.001）与父母支持（β=0.253，t=5.102，p<0.001）则均对总体心理健康呈正向预测作用。本研究结果可为制定相关干预方案提供依据，以完善教育领域现有的性别与发展政策。