不同原生國籍母親之國小學童親子依附類型、自主性對同儕關係之影響

本研究旨在探討不同原生國籍母親之國小高年級學童親子依附類型、自主性與其同儕關係之影響。本研究採用問卷調查法，先將台南縣鄉鎮市依都市化程度分三級，再就學校規模，依比率以分層叢集抽樣法抽取，五、六年級之母親原生國籍為外國籍者，皆須施測；而該校五、六年級各抽取一班，為樣本，共得有效樣本1301人。研究發現歸納如下：一、在同儕關係總量表上，母親原生國籍與家庭結構有交互作用存在；在社交技巧上，母親原生國籍與年級、家庭結構、個體自主性有交互作用存在；在情感依賴上，母親原生國籍與家庭結構有交互作用存在。二、在個體自主性、自我控制、自我負責上，母親原生國籍與年級有交互作用存在。三、在同儕關係與個體自主性上，母親原生國籍為本國籍之學童優於母親原生國籍為外國籍之學童；女童優於男童；經常與父母同住之學童優於未經常與父母同住之學童。四、家庭社經地位、父母管教態度、家庭氣氛、班級氣氛、老師領導風格，與同儕關係成正相關；亦與個體自主性成正相關。五、就親子依附類型而言，在同儕關係與個體自主性的表現上安全依附學童皆優於抗拒依附與焦慮依附。六、個體自主性與同儕關係的表現成正相關。七、母親原生國籍、學生背景變項、親子依附類型與自主性對整體同儕關係的解釋力為64.62%。其中「性別」、「年級」、「是否有同性別手足」、「家庭型態」、「家庭社經地位」、「家庭氣氛」、「老師領導風格」，會分別透過自我控制、自我判斷、自我主張、自我負責等中介變項影響學童之同儕關係。

關鍵字

母親原生國籍、依附類型、自主性、同儕關係

並列摘要

This study was to explore the influence on peer relationship caused by senior pupils’ parental attachment styles and autonomy, whose mothers have different original nationalities. In this study, the questionnaire survey was undertaken. According to the urbanization degree, the townships in Tainan County were divided into three levels. Then, based on school scale, the schools were sampled via Stratified Cluster Sampling Method according to the ratio; one class respectively in the fifth grade and the sixth grade were drawn to be the samples. The test would be applied to the senior pupils whose mothers’ original nationalities are foreign nationalities. The effective sample size was 1301 (persons). The research findings were concluded as follows: 1. In the “Total Scale for Peer Relationship”, interaction effect existed between mother’s original nationality and family structure. In “Social Skill”, interaction effect existed between mother’s original nationality and grade, family structure, and individual autonomy. In “Emotional Attachment”, interaction effect existed between mother’s original nationality and family structure. 2. In “Individual Autonomy”, “Self-control”, and “Self-responsibility”, interaction effect existed between mother’s original nationality and grade. 3. In Peer Relationship and Individual Autonomy, the pupils whose mothers’ nationalities are home nationality would be superior to the ones whose mothers’ nationalities are foreign nationalities; girls were better than boys. The pupils who often live with their parents together would be superior to those who do not live with their parents together. 4. Family’s social-economic status, parents’ child-rearing attitude, family atmosphere, class atmosphere, and teacher’s leadership style would have positive correlation with peer relationship, also having positive correlation with individual autonomy. 5. In terms of parental attachment styles, the pupils with secure attachment all showed greater performance than the ones with resistant attachment and anxious attachment did, in the aspects of peer relationship and individual autonomy. 6. The performances in individual autonomy and peer relationship had positive correlation. 7. Mother’s original nationality, student’s background variables, parental attachment styles, and autonomy had 64.62% explanatory power toward the entire peer relationship. Among them, “gender”, “grade”, “existence of siblings of the same sex”, “family type”, “family’s social-economic status”, “family atmosphere”, and “teacher’s leadership style” would affect a pupil’s peer relationship through the intervening variables such as self-control, self-judgment, self-assertion and self-responsibility.