父母的社經地位、管教方式及親子關係與兒童學業成就關係之探討

The Research Of the Relations About Parental Social-Economic status, Parenting Styles , Parent-Child Relationship, and Children’s Academic Achievements.

黃懷萱(Huang Huai-Shen)

指導教授 ： 張漢宜

台南應用科技大學/生活科技學院/生活應用科學研究所/碩士(2006年)

摘要

摘 要
本研究主要探討國小三、四年級學童的父母社經地位、管教方式與親子關係對學業成就之關係。本研究採問卷調查法，調查高雄縣岡山區七所小學的三、四年級學生為研究樣本。總計發出550份問卷，回收550份問卷，實得有效問卷461份。
本研究中，父母親的社經地位乃依社會地位二因素指數區分法，將所得分數區分為高、中、低社經地位。本研究工具乃採用黃玉臻（1996）編製的「父母管教方式量表」，依所得分數分為「開明權威」、「寬鬆放任」、「專制威權」及「忽視冷漠」四組。其次使用陳春秀（2001）修訂的「親子關係量表」，依得分為指標，其將親子關係分為相互信任、友誼性交往、情感交流、獨立四個分量表，得分愈高者代表其親子關係愈佳。
調查結果分別採用描述性統計、單因子變異數分析、薛費法進行多重比較，並以皮爾遜積差相關與多元迴歸等方法加以分析。研究結果顯示：
(一) 就家長的社經地位與子女的學業成就之差異：
1、高社經地位家長，其國小子女的學業成就，較優於中、低社經地位。
2、中、低社經地位的家長，其子女的學業成就並無顯著差異。
(二) 就家長的管教方式與子女的學業成就之間是否有差異而言：
1、父親管教方式與子女的學業成就之差異：
(1)父親管教方式屬於「開明權威」型其子女的學業成就的比「寬鬆放任」型，在統計上的平均數較佳。
(2)父親管教方式屬於「開明權威」型其子女的學業成就的比「忽視冷漠」型，在統計上的平均數較佳。
(3)父親管教方式屬於「開明權威」型與「專制權威」型，其子女的學業成就並無顯著差異。
(4) 父親管教方式屬於「專制權威」型其子女的學業成就的比「寬鬆放任」型，在統計上的平均數較佳。
(5)父親管教方式屬於「寬鬆放任」型與「忽視冷漠」型，其子女的學業成就並無顯著差異。
2、母親管教方式與子女的學業成就之差異：
(1) 母親管教方式屬於「開明權威」型其子女的學業成就的比「忽視冷漠」型，在統計上的平均數較佳。
(2) 母親管教方式屬於「開明權威」型與「專制權威」型、「開明權威」型與「寬鬆放任」型、以及「寬鬆放任」型與「忽視冷漠」型，這三組其子女的學業成就並無顯著差異。
4、「寬鬆放任」型與「專制權威」型、「忽視冷漠」型與「專制權威」型這兩組之間者的管教方式受限於孩子本身的能力，孩子的學習能力不因母親管教方式的寬鬆或嚴厲而會有明顯的差異。
(三) 就親子關係與子女的學業成就之間的相關性：
1、親子關係量表與學業成就兩者之間存在顯著相關。
2、「親子關係」量表中的「相互信任」、「友誼性交往」、「情感交流」、「獨立」等四個分量表，與子女學業成就的相關程度皆屬於低度相關。
3、親子關係可作為預測其子女學業成就的之參考，但解釋力不高。

關鍵字：社經地位、父母管教方式、親子關係。

關鍵字

社經地位 ； 父母管教方式 ； 親子關係

並列摘要

The Research Of the Relations About Parental Social-Economic Status, Parenting Styles , Parent-Child Relationship,
and Children’s Academic Achievements.

Abstract

The research mainly treated the relations between elementary school third- or fourth-grade students’ parental social-economic status, parenting styles, and parent-child relationship, and their academic achievements. Based on questionnaire survey, the research surveyed third- and fourth-graders from seven elementary schools in Gangshan Town, Kaohsiung County, in total, issuing and taking back 550 questionnaires, 461 of which were adopted.
In this research, parental social-economic status, by “Two Factor Index of Social position” , was divided into three levels: high, middle, and low social-economic statuses. Besides, the research tool used here was made by Huang, Yu- Jhen(1996), named “Parenting Method Scale.” It classified parents into four categories:”authoritative parent”,”permissive-indulgent parent”,”authoritarian parent”, and ” indifferent-uninvolved parent” by the score they get. Next, the other tool used here was modified by Chen, Siou-Chun, called “parent-child relationship scale.” It classified parent-child relationship into four subscales:” mutual trust”, friendly association”, affection intercourse” and “independence ”, in which the higher the score is, the better the relationship is.
The survey results were multiply compared by descriptive statistics, one-way ANOVA, and Scheffe' Method respectively. In addition, they were analyzed in terms of methods such as Pearson product-moment correlation, and multi-stepwise regression analysis. The research results indicated:

1. About the difference between parental social-economic status and children’s academic achievements
(1). Elementary school Children whose parents had high social-economic status did better than those whose parents had middle and low social-economic statuses in academic achievements.
(2). As for parents with middle and low social-economic statuses, there were no obvious differences among their children’s academic achievements.

2. About whether or not there was a difference between the parenting style and children’s academic achievements.
(1). The difference between the discipline of fathers and their children’s academic achievements
(a)If the “discipline” of fathers belonged to “authoritative,” their children statistically had better averages than those whose fathers’ discipline belonged to “permissive-indulgent.” in academic achievements.
(b) If the “discipline” of fathers belonged to “authoritative,” their children statistically had better averages than those whose fathers’ discipline belonged to “indifferent-uninvolved.” in academic achievements.
(c) If the “discipline” of fathers belonged to “authoritative” and “authoritarian,” there were no obvious differences among their children’s academic achievements.
(d) If the “discipline” of fathers belonged to “authoritarian,” their children statistically had better averages than those whose fathers’ discipline belonged to “permissive-indulgent.” in academic achievements.
(e) If the “discipline” of fathers belonged to “permissive-indulgent” and “indifferent-uninvolved,” there were no obvious differences among their children’s academic achievements.

(2). The difference between the discipline of mothers and their children’s academic achievements.
(a) If the “discipline” of mothers belonged to “authoritative,” their children statistically had better averages than those whose mothers’ discipline belonged to “indifferent-uninvolved.” in academic achievements.
(b) If the “discipline” of mothers belonged to the three groups—“authoritative and authoritarian,” ”authoritative and permissive-indulgent”, and “permissive-indulgent and indifferent-uninvolved”, there were no obvious differences among their children’s academic achievements.
(3).The two groups—“ Permissive-indulgent and authoritarian” , and “indifferent-uninvolved and authoritarian” were restricted to children’s ability; children’s learning ability did not show any obvious differences due to the discipline of mothers changing from permissiveness to strictness.
3. About the correlation between parent-child relationship and children’s academic achievements:
(1). There was a obvious correlation between the parent-child relationship scale and academic achievements.
(2) .In the parent-child relationship scale, the four subscales— “mutual trust” ,“friendly association”, “affection intercourse” , and “independence” showed low correlations with academic achievements.

(3).Parent-child relationship could be used, as reference, to predict children’s academic achievements, but it is not highly explainable.

Key word：Social-Economic Status, Parenting Styles , Parent-Child Relationship.

並列關鍵字

Social-Economic Status ； Parenting Styles ； Parent-Child Relationship

參考文獻

翟本瑞 ( 2002 )。家庭文化資本對學校教育影響之研究：以農業縣山區小學為例。教育與社會研究，4，181-195。

參考文獻

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