家庭社經地位、父母管教態度與學校環境對國中學生自我肯定及生活適應之影響研究

A Study on Ses, Child-Rearing Attitudes, School Environments, and Junior High Students' Assertiveness and Adjustment

蔡順良(Shun-Liang Tsai)

《教育心理學報》 18期 (1985/06) Pp. 239-264

https://doi.org/10.6251/BEP.19850601.12

摘要

本研究之目的有二：(1)探討家庭社經地位、父母管敎態度、非理性生活信念、學校環境變項及生活適應等與國中生自我肯定之關係，(2)驗證本研究所提出有關各變項間因果關係的徑路模式。本研究採事後囘溯之研究設計，受試分别取自臺北市芳和、金華、明德、中正及明倫等五所國中，計941人。本研究之自變項計有：男女合班—分班，男女合校—分校，前後段班别、是否曾擔任班級幹部、是否曾參加社團等，依變項則包括父母管敎態度、非理性生活信念、自我肯定、自信心、社會焦慮、及人際關係。而本研究中所使用的評量工具有「個人生活態度量表」、「個人生活信念量表」、「家庭社經地位調查表」、「社會生活問卷」、「自信心問卷」、「人際關係問卷」及「家庭關係問卷」等，分别測量受試的自我肯定、非理性生活信念，家庭社經地位、社會焦慮、自信心、人際關係及父母管敎態度。本研究提出四項假設，根據實際所蒐集的資料，分别以積差相關、三因子變異數分析、多元逐步廻歸分析以及徑路分析等統計法進行各項考驗。研究結果發現：(1)家庭社經地位愈高者，自我肯定程度也愈高。(2)父母親採較正向的管敎態度者，對子女自我肯定的發展，似有較有利的影響。(3)曾擔任班級幹部，曾參加社團以及男女合校的學生，其自我肯定程度均有較高的傾向，前段班學生的自我尊重比後段班學生高。(4)自我肯定程度愈高者，自信心及人際關係愈好、社會焦慮愈低。(5)前後段班、性别與是否男女合校三者在自我尊重及自我肯定綜合表現方面有交互作用，而前後段班、性别與是否男女合班三者在情感表達方面也有交互作用。(6)在自我肯定之預測方面，父母管敎態度中，以「母親的關愛態度」，非理性生活信念中，以「過分謙卑」信念最具預測力，如以研究中全部變項言，則以自信心最具預測力。(7)本研究之因果徑路模式，獲得部分統計結果的支持。本研究並根據研究之發現，提供若干建議，以供進一步研究之參考。

並列摘要

The purposes of this study were: (1) to investigate the relationships among SES, child-rearing attitudes, mythof nonassertion, school environments, assertiveness and adjustment of junior high students; (2) to examine and modify the casual path model.
In this study, 941 subjects were sampled from the population of junior high students in Taipei City. The dependent variables were the scores of parental child-rearing attitudes, myths of nonassertion, assertiveness (included self-respectiveness and self-expression), self-confidence, social anxiety, and interpersonal relationships. And the independent variables were sex, nature of school (i. e. school was consisted of the only sex students or male and female students), nature of class (i.e. the class members were the only sex students or included male and female students), experience of class cadre, experience of noncurricular activity in the school, and ability grouping. The data were analyzed by Pearson-product correlation, univariate three way analysis of variance, multiple-stepwise regression, and path analysis statistics methods.
The results revealed that, (1) socioeconomic status, child-rearing attitudes, experience of class cadre, experience of noncurricular activity in the school, the nature of school, ability grouping, and the scores of myths of nonassertion (excepted the myth of good friend), self-confidence, social anxiety, and interpersonal relationships were significantly correlated with assertiveness of junior high students; (2) there were interactions among ability grouping, sex, and the nature of school in the scores of self-respectiveness and total score of assertiveness; similary, there were interactions among ability grouping, sex, and the nature of class in the score of self-expression; (3) the path model got some statistical support.