國中學生父母管教方式、共依附特質與創造力關係之研究

The Relationship of Students’ Parents Parenting Styles with codependent trait, Creativity in Junior High School

洪綉雯(Ｈsiu-Ｗen Ｈung)

指導教授 ： 葉倩亨

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

本研究主要目的在探討國中學生父母管教方式、共依附特質與創造力的關係。係以方便取樣之方式針對台灣地區國中一至三年級的學生進行調查後，回收有效問卷共873份。所採用的研究工具包括：「新編創造思考測驗」、「創意生活經驗量表」、「父母管教方式量表」及「共依附特質量表」等。資料分析方法包括：卡方考驗（chi-square test）、皮爾遜積差相關（pearson correlations）、單因子變異數分析（one-way ANOVA）、單因子多變量變異數分析(one-way MANOVA)、多元迴歸分析（multiple regression analysis）。研究結果如下：
壹、背景變項與學生創造力、父母管教方式、共依附特質
一、創意生活經驗方面，女學生在「運用新知精益求精」、「表演藝術創新」、「生活風格變化」及「開放心胸」的得分均顯著高於男學生；男學生在「科學的創新的問題解決」及「電腦程式設計」得分顯著高於女生；三年級學生的「科學的創新的問題解決」、「運用新知精益求精」、「表演藝術創新」、「開放心胸」、「製造驚喜意外」及「舊瓶新裝」得分顯著高於一年級與二年級學生。
二、創造思考能力方面，女學生在「圖形創造思考能力」及「語文創造思考能力」的得分均顯著高於男學生；二年級學生的「圖形創造思考能力」得分顯著高於三年級學生。
三、不同性別的學生，其共依附特質在「重視他人，忽略自我」上有顯著差異；不同年級學生的共依附特質無顯著差異。
四、不同性別、年級、家庭結構的學生，其父親、母親的管教方式無顯著差異。
五、不同家庭結構的學生，其「創意生活經驗」及「創造思考能力」皆無顯著差異。
貳、學生父母管教方式與創造力
一、母親採開明權威管教方式的學生，其「創意生活經驗」顯著優於母親採專制權威及忽視冷漠管教方式的學生；父親採開明權威的管教方式其「創意生活經驗」顯著優於父親採專制權威及忽視冷漠管教方式的學生。
二、母親採開明權威、專制權威及寬鬆放任管教方式的學生，其「創造思考能力」顯著優於母親採忽視冷漠管教方式的學生；父親採不同管教方式的學生，其「創造思考能力」無顯著差異。
參、學生父母管教方式、共依附特質與創造力
一、學生共依附特質與創意生活經驗、創造思考能力皆呈現顯著負相關。
二、就預測因子而言，「重視他人，忽略自我」、「低自我價值」、母親採「開明權威」、「寬鬆放任」管教方式能顯著預測學生的創意生活經驗；而「重視他人，忽略自我」、「性別」、母親採「開明權威」、「寬鬆放任」管教方式及「家庭結構」能顯著預測學生的創造思考能力。
文末，根據本研究結果提出對父母、教育工作者及未來研究的建議以供參考。

關鍵字

父母管教方式、創造力、共依附特質 ； HASH(0x8c7ffc0) ； HASH(0x8c80038)

並列摘要

The purpose of this study was to explore the relationship of "parents parenting styles", " codependent traits " and "creativity".
This study adopted convenient sampling to investigate students of grade 7, 8, and 9 in Taiwan. And the tools are "parents parenting styles scale "," Revised test of creative thinking ability"," creative life experience scale ".The returned valid questionnaires were amount to 873.
Futhermore, the collected data were analyzed through chi-square test, product-moment correlation ,one-way ANOVA, one-way MANOVA, and multiple regression analysis. The results of this study were as follows：
1.The population variables , students’creativity, codependent traits
（1）As regarding creative life experience, the girls’performance was better than the boys’ on “Make use of uptate knowledge ", " Performing arts innovation", " Multiple life styles" and "Open mind", however, the boys’ performance was better than the girls’on “ Creative problem-solving of science" and "Computer program design"; the students of 9th grade got higher score than the students of 7th and 8th grade on "Creative problem-solving of science", " Make use of uptate knowledge", "Performing arts innovation", "Open mind", "Make a surprise" and "New wine in old bottles with".
（2）As regarding creative thinking ability, the girls’ performance was better than the boys’ on "graphic creative thinking ability" and "language creative thinking ability" significantly; the 8th grade students got higher score than 9th grade students’ on "graphic creative thinking ability" significantly.
（3）About the codependent traits, there was significant difference on "caring for others, neglecting self" between boys and girls ; there was no significant difference among 7,th 8th ,9th grade students.
（4）There was no significant difference among the students of different gender, grade and family's structure on parenting styles.
（5）There was no significant difference on "creative life experiences" and "creative thinking ability " among the students coming from the families of different structures.
2."Parents parenting styles" and "creativity"
（1）If the students’ mothers adopted "Progressive authority " parenting styles, their creativity life experience was more than the students’ their parents adopting "Absolutist authority "and "Neglect and inhospitality "; If the students’ fathers adopted "Progressive authority " parenting styles, their creativity life experience was more than the students’ their parents adopting "Absolutist authority "and "Neglect and inhospitality".
（2）If the students’ mothers adopted" Progressive authority" , "Absolutist authority" and "Laissez-faire" parenting styles, their "creative thinking ability" was better than the students their mothers adopting "Neglect and inhospitality" ;There was no significant difference among the students their fathers adopting different parenting styles.
3."Parents Parenting Styles", " codependent traits" and "creativity"
（1）There was significant negative relation between the students’ codependent traits and creativity.
（2）"caring for others, neglecting self"," Low self-value", mothers’ "Progressive authority ", "Laissez-faire" parenting styles variables could significantly predict students’ "creative life experiences";"caring for others, neglecting self ","gender" , mothers’ "Progressive authority", "Laissez-faire" parenting styles, "family's structure" variables could significantly predict students’ " creative thinking ability".
Finally, research recommendation and educative implication were discussed based the aforementioned results.

並列關鍵字

parents parenting styles, creativity, codependent traits

參考文獻

李美枝（1998）。中國人親子關係的內涵與功能：以大學生為例。本土心理學研究，9，3-52。

葉玉珠（2000）。創造力發展的生態系統模式及其應用於科技與資訊領域之內涵分析。教育心理學報，32（1），95-121。

參考文獻

中文

丁興祥(2000)。當代傑出科技人才創造發展的社會環境：一種傳記資料分析。