本研究旨在探討國中子職教育課程實踐對父子親密感的影響,並驗證子職教育課程對父子親密感的功效是否會因青少年背景變項的不同而有所差異。本研究採準實驗研究法,以嘉義縣某國中九十七學年度第二學期的二年級在學學生189人作為研究對象,分為實驗組與對照組,實驗組成員接受六個單元,共計十六節課的「子職教育課程」,對照組則不接受任何的實驗處理。研究發現:(1)實驗組青少年在父子親密感總量表之後測得分顯著高於對照組青少年,顯示子職教育課程可以增進青少年的父子親密感;(2)實驗組青少年之各項背景變項在子職教育課程對父子親密感的效果上,並沒有顯著的調節效果存在,顯示子職教育課程的功效並不會因為青少年背景變項的不同而有所差異。
The main purpose of this study was to investigate the effect on the father-child intimacy by the practice of filial education curriculum in junior high school and to examine whether the effect of curriculum moderated by adolecents of different backgrounds or not. The results were as follows: First, the students of experimental group had higher scores on Father-child Intimacy Scale than those in the control group. Second, sex, birth order, family social economic status, and family structure couldn't moderate the effect of filial education curriculum on the father-child intimacy.