國小兒童家庭因素、情緒困擾對成就與適應影響之分析研究

THE IMPACT OF FAMILY FACTORS AND EMOTIONAL DISTURBANCE ON ACHIEVEMENT AND ADJUSTMENT OF PRIMARY SCHOOL STUDENTS

魏麗敏(Lee-Min Wei)

《初等教育研究集刊》 2期 (1994/06) Pp. 149-175

https://doi.org/10.7038/BREEB.199406_(2).0008

摘要

本研究究之主要目的，在於探討國小兒童之家庭因素與情緒困擾對國語與數學成就，及生活適應之影響。本研究共考慮三組變項間的關聯，在先在變項上共有性別、年級、社經水準、家庭環境、父親權威、父親關懷、母親權威與母親關懷等八個人口與家庭因素變項；歷程變項共有憂鬱、孤獨與焦慮等三個情緖困擾變項；結果變項則有國語科與數學科成就以及生活適應等三個變項。本研究的受試者共1,022人，係由中部地區14所國小抽樣而得，其中男生530人，女生492人。本研究所使用的評量工具計有修訂的「家庭環境量表」、「父母管教態度量表」、「憂鬱量表」、「孤獨量表」、「焦慮量表」，以及「小學人格測驗」等六種，量表所獲得的資料經以積差相關法、變異數分析法、逐步迴歸分析法與區別分析法等進行統計分析後，共有下列各項重要發現：一、除年級變項以外，本研究所考慮的三組變項中，多數具有顯著相關。二、不同性別受試者在家庭環境、父親關懷、母親權威與母親關懷上有顯著差異；此外，女生的家庭的環境較佳、父親的關懷較高，母親的權威與關懷亦較高。三、不同家庭社經水準的兒童在家庭環境、父親關懷與母親關懷三個變項得分上有顯著不同。四、家庭環境較佳的兒童之憂鬱較低，但焦慮較高；而其國語與數學成就較佳，生活適應狀況較爲良好。五、高低不同父母權威與關懷組別的受試兒童，在成就與適應上有所差異。六、較少憂鬱、較低孤獨，而焦慮較高組別兒童的成就較高，而且生活適應較佳。七、有五個先在變項對兒童的憂鬱具有顯著預測作用，分別有四個變項對兒童的孤獨與焦慮具有顯著預測作用。八、有七個先在變項與歷程變項對高低國語成就具有顯著區別作用，有八個主要變項對髙低數學成就具有顯著區別作用；另有十一個變項對高低生活適應具有顯著區別作用。三種區別分析均有甚高的分組正確率。本研究最後並根據研究發現，對於國小兒童之教育、輔導之作及未來研究提供了各項建議。

並列摘要

The main purpose of the study was to explore the impact of family factors and emotional disturbance on achievement and adjustment of primary school students. Three set of variables were considered in this study. Prestage variables were gender, grades, social-economic status, father's autourity, father's concerns, mother's authowrity, and mother's loneliess, and anxiety, included depression, loneliess, and anxiety, while product variables were Reading and Mathematics Performance and adjustment. Siljects, totally 1,022 students dreawn from 14 Primary schools, were evaluated by Family Environment Scale, Father's Chied-Rearing Attitudes Scale, Depression Scale, Loneliness Scale, Anxiety Scale, and Personality Scale for Primary School Students. The data obtained in the study were analyzed by Pearson Correlatoin, ANOVA, Step-wise Regression, and Discriminate Analysis. The main results were got as follows: 1. Variables of prestage, process and product showed mostly significant relationships among them except grade variables. 2. There had gender differences in family environment, father's concern, mother's authority and mother's concern. Futhermore, girls had better family environment, higher father's concern, and mother's authority and concern. 3. Subjects had different family environment, father's concern, and mother's concern dependening on their family social-economic status. 4. Subjects in better family environment had lower depression, and better Chinese. Mathematics performance, and adjustment as well, but higher anxiety. 5. There were different achievement and adjustment between high and low parents' authority and concern. 6. Children with lower depression, lower loneliness, and higher anxiety showed better, and higher anxiety showed better achievement and adjnstment. 7. There had five prestage variables could predict children's depression, and four prestage variables isgnificantly predicting chileren;s loneliness and anxiety. 8. There had seven prestage and process variables in significant discrimination to high and low Chinese achievement, while eight variables to discriminate high and low Mathematics achievement. Moreover, eleven variables could dicriminate high and low adjustment significantly. Some suggestions with respect to children's education and gwidance wre made according to the results in the study.