Academic literature on the topic '父母教養行為'

本研究旨在探討父母教養方式與青少年行為困擾之現況，並編製一份適合國內國中、高中生的「子女知覺父母教養方式量表」。藉由調查前訪談確定背景變項為性別、家庭社經地位及父母婚姻關係，並由量表的施測資料探討此三種背景變項在父母教養方式及行為困擾上之差異。再利用量表的施測及調查後訪談，進一步了解國中、高中生的父母教養方式與行為困擾之關係。 　　本研究以617名國中、高中學生做為預試對象，經由預試、統計分析結果、選題等步驟，編製而成「子女知覺父母教養方式量表」。再利用分層叢集抽樣方法抽取台灣北、中、南、東四區共1130名國中、高中生為研究樣本，以自編的「子女知覺父母教養方式量表」、林家屏所編「青少年行為困擾量表」與李閏華所編「知覺父母婚姻關係量表」為研究工具。利用Hotelling T2、one-way MANOVA、multiple regression、one-way repeated measure ANOVA、Canonical Correlation等方法進行統計分析，並獲得以下結論： 一、男、女生在知覺父親教養方式上有顯著差異。 二、男、女生在知覺母親教養方式上有顯著差異。 三、男、女生在行為困擾上有顯著差異。 四、三組家庭社經地位之青少年在知覺父親教養方式上有顯著差異。 五、三組家庭社經地位之青少年在知覺母親教養方式上有顯著差異。 六、三組家庭社經地位之青少年在行為困擾上無顯著差異。 七、父母婚姻關係可以預測青少年知覺的父親教養方式，尤以對開明自主之預測力為最大，其他依序為忽視敵意、疏於管教、溺愛保護、嚴格專制及寬鬆容忍。 八、父母婚姻關係可以預測青少年知覺的母親教養方式，尤以對開明自主之預測力為最大，其他依序為忽視敵意、疏於管教、溺愛保護、嚴格專制及寬鬆容忍。 九、父母婚姻關係可以預測青少年的行為困擾，尤以對家庭生活困擾之預測力為最大，其他依序為人際關係困擾、自我關懷困擾、身心發展困擾及學校生活困擾。 十、青少年在知覺父親教養方式上有顯著差異。青少年在開明自主之得分為最高，依序為寬鬆容忍、嚴格專制、疏於管教及溺愛保護，最低為忽視敵意。 十一、青少年在知覺母親教養方式上有顯著差異。青少年在開明自主之得分為最高，依序為寬鬆容忍、嚴格專制、疏於管教及溺愛保護，最低為忽視敵意。 十二、青少年在行為困擾上有顯著差異。青少年在自我關懷困擾之得分為最高，依序為學校生活困擾、身心發展困擾、人際關係困擾，最低為家庭生活困擾。 十三、父親教養方式越傾向於開明自主，則青少年的家庭生活困擾愈低；父親教養方式越傾向於嚴格專制及忽視敵意，則青少年的家庭生活困擾愈高。 十四、母親教養方式越傾向於開明自主，則青少年的家庭生活困擾愈低；母親教養方式越傾向於嚴格專制、忽視敵意及寬鬆容忍，則青少年的家庭生活困擾愈高。 　　本研究依據研究結果進行討論，並提出親職教育、教學與輔導及未來研究上之建議。
The purposes of this study were to investigate the status quo of parenting style and adolescents’ behavior disturbance, and to develop a Perception of Parenting Style Scale (PPSS) for adolescents. Before surveying, an interview was conducted in order to confirm the background variables of gender, social economic status of family and parents’ marital relationship. And subsequently the PPSS was employed to ascertain the different impacts of the three variables on parenting style and adolescents’ behavior disturbance. An interview was also conducted after the survey. Lastly, the results of the survey and the interview were used to acquire a further understanding of the relation of parenting style and adolescents’ behavior disturbance. 　　617 junior and senior high school students participated in the pilot test and the PPSS was developed from the data of the pilot test. There were 1130 high school students involved in the present study (stratify sampling was used to select the subjects from northern, western, southern, and eastern Taiwan). The instruments comprise of Perception of Parenting Style Scale, Adolescents’ Behavior-problem Scale and Parents’ Marital Relationship Scale. The statistical methods used to analyze the data were Hotelling T2, one-way MANOVA, multiple regression, one-way repeated measure ANOVA and Canonical Correlation. The conclusions of this study were summarized as follows: 　　1.Male and female students had significant differences on perception of father’s parenting style. 　　2.Male and female students had significant differences on perception of mother’s parenting style. 　　3.Male and female students had significant differences on behavior disturbance. 　　4.Adolescents among 3 groups of social economic status of family had significant differences on perceiving father’s parenting style. 　　5.Adolescents among 3 groups of social economic status of family had significant differences on perceiving mother’s parenting style. 　　6.Adolescents among 3 groups of social economic status of family had no significant differences on behavior disturbance. 　　7.Parents’ marital relationship could be used to predict adolescents’ perception of father’s parenting style. The prediction to democracy is the highest, then neglecting hostility, nonintervention, indulgence, authoritarian and tolerance in order. 　　8.Parents’ marital relationship could be used to predict adolescents’ perception of mother’s parenting style. The prediction to democracy is the highest, then neglecting hostility, nonintervention, indulgence, authoritarian and tolerance in order. 　　9.Parents’ marital relationship could be used to predict adolescents’ behavior disturbance. The prediction to family life disturbance is the highest, then personal relationship disturbance, self-concern disturbance, physical and psychological development disturbance and school life disturbance in order. 　　10.Adolescents had significant differences on perceiving father’s parenting style, and furthermore their perception of democracy was the highest, then tolerance, authoritarian, nonintervention, indulgence, and neglecting hostility in order. 　　11.Adolescents had significant differences on perceiving mother’s parenting style, and furthermore their perception of democracy was the highest, then tolerance, authoritarian, nonintervention, indulgence, and neglecting hostility in order. 　　12.Adolescents had significant differences on behavior disturbance, and furthermore their self-concern disturbance was the highest, then school life disturbance, physical and psychological development disturbance, personal relationship disturbance, family life disturbance in order. 　　13.The more democratic a father is, the lower adolescents’ family life disturbance is. The more authoritarian and neglecting hostile a father is, the higher adolescents’ family life disturbance is. 　　14.The more democratic a mother is, the lower adolescents’ family life disturbance is. The more authoritarian, neglecting hostile and tolerant a mother is, the higher adolescents’ family life disturbance is. Suggestions for parental education, teaching, educational guidance and further studies were proposed based on this study finding.
目 錄 中文摘要 I 英文摘要 II 目錄 IV 表目錄 VI 圖目錄 VIII 第一章 緒論 1 第一節 研究緣起 1 第二節 研究目的 4 第三節 研究問題 4 第四節 名詞釋義 5 第二章 文獻探討 11 第一節 父母教養方式的內涵與相關研究 11 第二節 行為困擾的內涵與相關研究 25 第三節 父母教養方式與行為困擾之相關研究 38 第三章 研究方法 41 第一節 量表編製 41 第二節 調查研究 48 第三節 質性訪談 58 第四章 調查研究與訪談結果 65 第一節 基本描述統計分析 65 第二節 不同背景變項之父母教養方式與行為困擾分析 68 第三節 全體受試者之父母教養方式與行為困擾 87 第四節 父母教養方式與行為困擾之關係 92 第五節 調查後訪談 101 第五章 結論與建議 111 第一節 結論 111 第二節 建議 119 參考書目 124 中文部分 124 英文部分 131 附錄 134 附錄一 子女知覺父母教養方式量表編製之訪問大綱 134 附錄二 調查前訪談之訪談大綱 135 附錄三 調查後訪談之訪談大綱 136 附錄四 子女知覺父母教養方式量表預試題本 137 附錄五 正式施測量表題本 141 附錄六 正式量表施測答案紙 146 附錄七 施測學校一覽表 149 附錄八 資料分析實例 150 附錄九 知覺父母婚姻關係量表同意書 177 附錄十 青少年行為困擾量表同意書 178

In the qualitative phase of the study, 47 parents in Beijing were interviewed using a design that was unstructured and allowed free conversations and responses. The results are as the following: Confucianism has lost its dominant role in parenting beliefs. Most parents held the view that the relationship between parents and children should be equal rather than hierarchical and girls and boys should be treated equally. Collectivism is not regarded as the standard in regulating children's social behavior. Most parents were not aversive toward aggression but were very negative about social withdrawal. Chinese parenting is characterized by a stronger presence of warmth rather than control. Parents showed high levels of warmth which was related to children both psychologically and physically. Parental control, on the other hand, was exercised with children's input and understanding. Children's academic and cognitive development represents a particularly strong focus in Chinese parenting. Most parents invested heavily in advancing children's academic performance in terms of both time and economic expenditure.
In the quantitative phase of the study, 645 children and their parents were administered a set of questionnaires. Factor analysis and structural equation modeling and other analyses yield the following findings: The data analysis support the multi-dimension structure of Chinese parenting. Besides the dimension proposed by the western researchers Chinese parents also show their warmth and control to the children physically. Mean levels in modern parenting beliefs, authoritative parenting style, psychological and physical warmth, and behavioral control were higher than those of traditional parenting beliefs, authoritarian parenting style, psychological and physical control, respectively. Modern parenting beliefs, psychological and physical warmth, authoritative parenting style played positive roles in children development. Traditional parenting beliefs, psychological and physical control, and authoritarian parenting style were negatively associated with children's self-concept and academic achievement, and were positively associated with aggression and withdrawal. Children's self-concept play a mediating role in the relationship of parenting and children's development. Finally, the effects of gender and age was also discussed.
This study used both qualitative and quantitative methods to explore parenting and its effects on child social and academic development in modern urban China.
王燕.
論文(哲學博士)--香港中文大學, 2005.
參考文獻(p. 176-193).
Adviser: Lei Chang.
Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0096.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts also in English.
School code: 1307.
Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2005.
Can kao wen xian (p. 176-193).
Wang Yan.

碩士
國立彰化師範大學
輔導與諮商學系所
97
The main purpose of this study was to explore the roles of the perception of parenting style of academic failure and parenting attributions on academic self-esteem and parent-child relationship of junior high students. This study was based on a survey using questionnaire method. A total of 769 junior high students in north Taiwan, responded to a set of questionnaire consisting of three parts: parenting style of academic failure and parenting attributions, academic self-esteem and parent-child relationship. The data were analyzed by descriptive statistics, ANOVA, MANOVA, simultaneous multiple regression and hierarchical multiple regression analysis. The main findings of this study were summarized as follows: 1.Junior high students perceived more responsiveness and less demanding of parenting styles of academic failure. 2.Junior high students tended to attribute parents’ parenting style of academic failure to friendly understanding, less attributed it to self-blame and parental personal factor. 3.Junior high students showed positive academic self-esteem, and of the three subscales of academic self-esteem, the score of academic value was highest. 4.Junior high students perceived higher positive parent-child relationship and lower negative parent-child relationship. 5.The junior high students’ perception of parenting style of academic failure and parent-child relationship differed in gender, but the parenting attributions didn’t. 6.Junior high students who perceived different parenting styles of academic failure had significant differences on academic self-esteem and parent-child relationship. 7.Junior high students who had different parenting attributions had significant differences on academic self-esteem and parent-child relationship. 8.The perception of parenting style of academic failure and parenting attributions showed significant predictability for junior high students’ academic self-esteem and parent-child relationship. Among them, parents’ responsiveness showed the highest predictability for academic self-esteem and positive parent-child relationship, and parents’ demanding showed the highest predictability for negative parent-child relationship. 9.The relationship among parents’ responsiveness and students’ academic self-esteem wouldn’t be affected by students’ parenting attributions, but for parents’ demanding, students’ academic self-esteem would depend on their parenting attributions. 10.The relationship among parents’ responsiveness and students’ perception of positive parent-child relationship would be affected by students’ parenting attributions. 11.The relationship among parents’ demanding and students’ perception of negative parent-child relationship wouldn’t be affected by students’ parenting attributions. Suggestions for parental education, adolescent counseling and future studies were proposed according to the results of this study.

碩士
國立嘉義大學
家庭教育研究所
89
Abstract The research is devoted to discussing the consistence of parent cognition and grandparent behavior or childrearing, the effect of such consistence on parents’ satisfaction with their life, and relevant strategies. Hopefally, the conclusions drawn from the research could serve as a reference to the future parent education counseling, policy making, and family education promotion. The research was conducted through questionnaire survey method on the parent subjects, whose children are studying in accredited kindergardens at Tainan County, public and private. The employed research tool is adapted from Hui-Ya Lin’s “Questionnaire on parent child-rearing behavior, 1995”.. The data collected from 592 subjects were dealt through descriptive statistics, T-test, monovariance analysis, and regression analysis. The final results are as follows: 1、There is an exact distinction between parent cognition and grandparent concept of child-rearing behavior. Parents tend to be conscious that they show more concern, encouragement of independence, respect and control to their kids. 2、Whether grandparents live together with children, how often grandparents keep in contact with children, and whether they are the main caregivers are the most remarkably influential among the factors that work upon the consistence of parent cognition and grandparent concept of child-rearing behavior. Moreover, grandparents and parents will, as for child-rearing behavior, show more consistence if they live together. 3、The more consistent parent cognition and grandparent child-rearing behavior are, the more satisfied parents would feel with their life. The more frequently and longer grandparents take care of the children, the more consistent their child-rearing behavior are with parents’. Compared to different caregivers, grandparents show more consistence with parents about child rearing. Also most parents are subject to choose grandparents as the main caregivers. 4、 The consistence of parent cognition and grandparent child-rearing behavior shows no obvious relevance to the child raising strategies employed. 5、 Both consistence and inconsistent strategies resulting from different child-rearing behavior will have an effect on parents’ life satisfaction. Concord between parent cognition and grandparent child-rearing behavior indicates more satisfaction in life. In other words, it is the parents who employ the strategies of doing to the best of their ability that show higher degree of satisfaction with life. Last, An application based on the findings and results of this research could be hopefully taken for further utilization. Keywords：parenting、grandparent、child-rearing behavior

碩士
國立嘉義大學
家庭教育研究所
94
The purpose of this research aims at exploring senior and vocational high school students’ condition in deviant behavior with variety of the background variables (genders, family ranking, different education systems). And realize the relationship and prediction strength of different background variables, family atmosphere, and parents’ upbringing styles to deviant bahavior. The research adapts the method of questionaire to collect materials out of 716 effective questinaires. The major research findings are as follows: First: Understand the current deviant behavior condition in senior and vocational high school students. Second: There are distinctive differences among senior and vocational high school students because of various genders and different education systems. Third: It is presented that there is negative relationship between different family atmosphere and deviant behavior among senior and vocational high school students. Fourth: It is also presented that there is negative relationship between different parents’ upbringing styles and deviant behavior. Fifth: There is prediction strength showing concerning “family relationship concordance” and “family system maintaining” in the family atmosphere, “ mothers’ demanding” in parents’ upbringing styles, and “genders” and “different education systems” in individual variables. Finally, according to the results, some suggestions for parents, relevant organizations of education and further research are recommended.