國中生父母期望、父母支持與學業自我效能之研究

本研究旨探討國中生父母支持、父母期望與學業自我效能之關係，並將會依序探討國中生父母支持、父母期望與學業自我效能，檢驗三個變項在性別上之差異。此外，本研究將針對國中生之父母期望與學業自我效能之關聯進行探討，最後探討國中生父母支持對父母期望與學業自我效能的調節效果。本研究以341份全國國中學生為本研究之樣本，並以「父母支持量表」、「父母期望量表」、「學業發展自我效能量表」為研究工具，進行問卷調查。將所得之樣本進行描述統計、獨立樣本平均數檢定、相關分析及序列迴歸分析。研究結果摘要如下：一、國中生父母期望呈現中高程度，其中父母課業期望得分最高二、國中生學業自我效能為中高程度，其中做負責任的學習者得分最高三、國中生父母支持呈現中高程度，其中父母自主支持得分最高四、國中生父母期望的性別差異，未得實徵資料支持五、國中生父母支持的性別差異，未得實徵資料支持六、國中生學業自我效能的性別差異，未得實徵資料支持七、國中生父母期望對學業自我效能有正向影響，且不受其父母支持干擾八、國中生父母支持對學業自我效能有正向影響，且不受其父母期望干擾本研究依據研究結果，提供建議給國中生父母、學校輔導及未來相關研究者參考。

關鍵字

國中生；父母支持；父母期望；學業自我效能

並列摘要

The purpose of this study was to investigate the relationship among parental supports, parental expectations and academic self-efficacy of junior high school students. Parental supports would moderate the association between parental expectations and academic self-efficacy. Gender difference in parental support, parental expectations and academic self-efficacy were discussed in present study. The sample consisted of 341 junior high school students. The instruments used in this study included “Parental Expectations Scale” , “Parental Support Scale” and “Academic Development Self-Efficacy Inventory” . The empirical data was analyzed by descriptive statistics, t-test, and sequential multiple regression. The findings of this study were as follows : 1. Parental expectations of junior high school students is moderate to high. “Academic expectations” is the highest score in four dimensions. 2. Academic self-efficacy of junior high school students is moderate to high. “Being a responsible learner “ is the highest score in five dimensions. 3. Parental expectations of junior high school students is moderate to high. “Parental autonomy supports” is the highest score in three dimensions. 4. Gender differences are no significant on parental expectations. 5. Gender differences are no significant on parental supports. 6. Gender differences are no significant on academic self-efficacy. 7. Parental expectations have positive influence on academic self-efficacy. 8. Parental supports have positive influence on academic self-efficacy. According to the findings, several comments and suggestions are offer to teachers and further researchers.