本研究旨在探討國小學童之「父母親管教方式」、「學習成就」與「幸福感」三者之間的關係。本研究所使用的工具,是先參考國內、外有關父母親管教方式及幸福感相關文獻為基礎,以能建構適合量測國小學童之「父母親管教方式量表」與「幸福感量表」,據此作為蒐集實證資料的工具,而學業成就則依判別分析為準。運用問卷調查法,並以台中市某國小的學生為母體,採分層隨機抽樣方式,共發出360 份量表,其中有效問卷341份,有效回收率94.72%。有效量表資料應用因素分析、變異數分析、皮爾森相關分析、徑路分析與多元逐步迴歸分析等方法,以考驗研究之假設。 本研究結論如下: 學業成就優秀的學童並不會提高其幸福感;父母管教不論採回應或要求,均對子女的學業成就無關;父母管教多採回應方式,會提高子女的幸福感;單親的家庭結構不會使父母的管教方式改變,但會降低其子女的學業成就。
The purpose of this study mainly discuses the relationship among Parenting Style, Academic Achievement, and Well-being of Elementary School Students. The tool used by the study refers to the domestic and overseas relevant documents about parenting style and well-being to construct appropriate parenting style scale and well-being scale to measure elementary school students, and use it to collect information, and the academic achievement is judged by the analysis. The questionnaire investigation method was utilized in this study and selecting students of an elementary school in Taichung City as the population via questionnaire designed with layers of random sampling, 360 copies of questionnaires which are consisted 341 effective samples, and the effectively conducted rate is 94.72%. The hypothesis of this study was testified and used a wide-range of methods including factor analysis, multivariate variance analysis, Pearson correlation analysis, multiple stepwise regression analysis, and path analysis. The conclusions of this study as follows: The elementary school students with high academic achievement do not get more well-being. No matter parenting style is responsiveness or demandingness, it will not influence their children’s academic achievement. The more responsiveness of parenting style parents implement, the higher subjective well-being children will have. Parenting style has no different in a single parent family or a family where parents are, however the academic achievement of single parent’s children will be lower than that of children from a family where both father and mother are.