母親管教態度與親子關係之研究

本研究以質性研究中的深度訪談法進行探討母親管教態度與親子關係。根據三位受訪研究對象的敘述內容，經由與協同研究者討論及相關文獻理論進行整理分析。本研究之主要發現如下。一、母親所持的管教信念與管教態度相關。信念包含引導、一致性、與新時代並進、符合社會化的要求。以身教作為孩子的模仿對象，介入管教的層面有關注學業表現、提升生活禮儀、增進手足之情、有規律的生活作息及學習分擔家務事，當中原生家庭受到正面衝擊。二、管教態度形成：個人的情緒調適、自我反思與體驗、進修、瞭解孩子的特性，婚姻和諧等5因素有助於母親的管教態度。親職教育課程或活動：上課、參與支撐小組、閱讀報章雜誌、吸引他人經驗、接受輔導。三、積極正向的親子互動：有效溝通、給予鼓勵與獎賞、同理心、接納、尊重孩子的個別差異、勇於向孩子認錯、冷靜思考，以達到管教孩子的雙贏局面。珍惜與孩子相處的每一成長階段，親子關係良好。四、母親管教類型與取向是依不同情境、不同狀況而穿插不同的管教態度，是有彈牲的，本研究呈現出嚴格要求型、民主尊重型、說教示範型。此成長中的孩子，對於親子關係並沒有明顯的差異出現。研究者根據以上結論進行討論，並提出建議以供母親、專業人士、社會團體、及未來研究者的參考依據。

關鍵字

管教態度；親子關係

並列摘要

This study refers to a qualitative research and in-depth interviews pertaining to mother-child relationship and mother disciplinary attitudes. The subjects of the research are statements from three mothers plus related literature theories and collaborative researchers’ discussions. Key findings of this study are as follows: 1. State of mother discipline attitude and faith. There are consistency in actions and in line with new era & social requirement. Parents are model to children. Disciplinary items: Education performance, improvement of moral, bonds among siblings, regular activities management, sharing of household responsibilities. Mothers’ childhood life will impact their discipline attitude towards their children. 2. Discipline attitude formation: Emotional adjustment, to introspect (careful examination of one’s thoughts, feelings, and reasons for behaving in a particular ways ), self improvement, comprehending children characters, harmonious marriage helps mothers’ disciplinary attitude. Parenting courses or activities: Attending class, active participation, reading related articles, learning from others’ experiences, and receiving counseling are important. 3. Pro-positive parent-child interaction: Effective curriculum, encouragement & reward, empathy, acceptance, respect each child uniqueness, courage to admit to the child, and handle each circumstance calmly are necessary to achieve the disciplinary objective. Every stage of mother-child’s interaction & relationship development must be cherished. Despite every individual unique disciplinary attitude, continuous enrichment and improvement are needed. 4. Interplacement of the type & orientation of mother disciplinary attitude: authoritative type, democratic type and didactive type. These different approaches do not show any visible changes to the mother-child relationship. The above findings and conclusions may be useful for mothers, professionals, community organizations and researchers.