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  • 學位論文

家長教育價值觀對子女終身學習關鍵能力影響之研究

The Influence of the Parents’ Educational Values on Lifelong Learning Key Competences for Their Children

指導教授 : 吳明烈

摘要


本研究旨在探討家長教育價值觀對子女終身學習關鍵能力之影響,主要研究目的有五:(一)了解家長教育價值觀與國中子女終身學習關鍵能力之現況;(二)探究不同背景變項家長之教育價值觀差異情形;(三)探究不同背景變項家長其子女終身學習關鍵能力差異情形;(四)分析家長教育價值觀與子女終身學習關鍵能力之相關情形;(五)分析家長教育價值觀對子女終身學習關鍵能力之預測力。 本研究採用問卷調查法,以桃園市家長及國中子女為研究對象,使用研究者參考相關文獻後自編之「家長教育價值觀對子女終身學習關鍵能力之影響問卷」作為研究調查工具,採便利取樣方式,抽取桃園市國中及其家長配對問卷共650份,回收有效問卷608份,有效回收率達93.5%。問卷回收後以SPSS 22.0統計軟體進行統計分析,統計方法包括描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關與逐步多元迴歸分析;並獲得結論如下: 一、 家長教育價值觀之教育信念層面以經驗學習向度認同度最高,負向回饋向度則為最低;價值取向層面以目的性價值向度認同度高於工具性價值向度。 二、 國中生終身學習關鍵能力為中上程度,五大層面中以學會共處層面表現最佳;學會改變層面則為較差。 三、 家長教育價值觀因性別、族群、教育程度、職業類別、家庭結構、經濟狀況之不同而有顯著差異。 四、 國中生終身學習關鍵能力因家長族群、教育程度、職業類別、家庭結構、經濟狀況之不同而有顯著差異。 五、 家長教育價值觀與子女終身學習關鍵能力呈顯著正相關,其中以家長自我能力與子女學會求知層面相關度最高。 六、 家長教育價值觀對子女終身學習關鍵能力具有顯著影響;其中以自我能力向度最能預測子女終身學習關鍵能力。 最後根據研究結果提出具體建議,供關注親職教育的家長、學校及未來研究參考。

並列摘要


The purpose of this study was to identify the influence of the parents’ educational values on lifelong learning key competences for their children. There are five research purposes: (1) To understand the conditions of parents’ educational values and lifelong learning key competence of junior high school students. (2) To investigate the difference of parents’ educational values with variables of different personal background. (3) To investigate the difference of childrens’ lifelong learning key competence with the variables of different parent’s background. (4) To analyze the correlations between parents’ educational values and lifelong learning key competence for their children. (5) To analyze the predictive circumstances between parents’ educational values and lifelong learning key competence for their children. This research involved a survey, comprised of two sets of questionnaires concerning parents’ educational values and childrens’ lifelong learning key competence. There are totally 608 effective samples out of 650 questionnaires which were collected by convenience sampling of junior high school students and their parents in Taoyuan City. The effective rate is ninety five percent. The quantitative analysis of the questionnaires was conducted by using SPSS 22.0 for mac, and statistics methods including descriptive statistics, t-test, one-way ANOVA analysis, Pearson correlation, and multiple regression analysis. The results showed the following conclusions: 1. Parents’ educational values showed high degree of recognition in ”experiential learning“ dimension, and low degree of recognition in ”negative feedback“ dimension of belief level, and “terminal values” dimension showed higher degree of recognition than “instrumental values” dimension of value level. 2. Lifelong learning key competencies of junior high school students are equipped with middle-high level, especially in “learning to live together” dimension is the highest, but “learning to change” is the lowest dimension. 3. Parents’ educational values showed differ from their gender, ethnic, education, occupation, family structure and income. 4. Lifelong learning key competencies of junior high school students showed differ from their parents’ ethnic, education, occupation, family structure and income. 5. The correlation between parents’ educational values and lifelong learning key competencies of junior high school students was positive, while “self-ability” dimension was the most predictive factor with “learning to know” dimension. 6. In the dimensions of the parents’ educational values, the “self-ability” was the most significantly predictive variable in the lifelong learning key competencies of junior high school students. The study findings may serve as a guide for parents who concernd about the education for their children, or guide for junior high school and further research.

參考文獻


參考文獻
一、中文部份
文崇一(1989)。中國人的價值觀。台北市:東大。
方啟迪(1986)。價值是什麼-價值學導論。台北市:聯經出版社。
王文科、林義男(1998)。教育社會學。台北市:五南。

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