臺中市國民小學學童知覺父母教養方式、教師管教方式與其情緒調節之相關研究

A Study of the Relationships among Parenting Styles, Teaching Styles and Emotion Regulation of Elementary Students in Taichung City

陳素碧(SU-PI CHEN)

指導教授 ： 洪智倫 ； 賴清標

中臺科技大學/護理學院/文教事業經營研究所/碩士(2017年)

摘要

摘要
本研究旨在探討臺中市國小學童知覺父母教養方式、教師管教方式與情緒調節之現況，及分析父母教養方式、教師管教方式與情緒調節的關係，並考驗父母教養方式、教師管教方式與情緒調節之預測能力情形。本研究工具除了個人資料外，利用洪智倫、林素玲所編製的「父母教養方式問卷」與「教師管教方式問卷」及自編之「情緒調節問卷」為研究工具進行問卷調查，並以臺中市四、六年級國小學童為研究對象，採用分層抽樣方式，共獲721份有效問卷。問卷回收後，利用SPSS電腦統計套裝軟體進行平均數、標準差、t考驗、單因子變異數分析、Pearson積差相關與線性迴歸等方法進行資料之處理分析。並獲得研究結論如下：
一、臺中市國小學童知覺父母教養方式之現況良好，其中以「母親要求」層面程度較佳。
二、臺中市國小學童知覺教師管教方式之現況良好，其中以「支持型」層面程度較佳。
三、臺中市國小學童情緒調節之現況良好，其中以「察覺」層面程度較佳。
四、不同性別學童知覺父母教養方式，在「父親要求」、「母親要求」；不同家庭結構知覺父母教養方式，在「母親回應」層面上有顯著差異。
五、不同出生序、不同家庭結構學童知覺父母教養方式整體及分層面上有顯著差異。
六、不同年級學童知覺教師管教方式在「妥協型」與「強迫型」；不同性別學童知覺教師管教方式在「放任型」；不同出生序學童知覺教師管教方式在「強迫型」；不同家庭結構學童知覺教師管教方式在「型」層面達顯著差異。
七、不同年級、不同出生序、不同家庭結構學童知覺情緒調節整體上有顯著差異。
八、不同性別學童知覺情緒調節在「策略」層面達顯著差異。
九、國小學童知覺父母教養方式與情緒調節之間呈現顯著正相關。
十、國小學童知覺教師管教方式與情緒調節之間呈現顯著正相關。
十 一、學童知覺父母教養方式與教師管教方式可有效預測其情緒調節，且以「父親回應」、「父親要求」、「母親回應」、「協商型」、「放任型」及「妥協型」、層面對於情緒調節的預測力為最佳。

關鍵字

情緒調節 ； 教師管教方式 ； 父母教養方式 ； 國小學童

並列摘要

Abstract
The purpose of this study was to investigate the current status among the perceived parenting styles, teaching styles and emotion regulation of elementary school students in Taichung City, and then to test the predictive power with one another while analyzing their relationships. This study was conducted quantitatively based on questionnaire survey by adopting Chih-Lun, Hung and Su-Ling, Lin’s “parenting styles” and “teaching styles” questionnaires, and self compiled “emotion regulation” questionnaire. The questionnaires were distributed among 4th graders and 6th graders of elementary schools in Taichung City by stratified random sampling, and 721 effective datasets were collected. The data were analyzed with statistic approaches of mean, standard deviation, t-test, one-way analysis of variance, Pearson product-moment correlation, and multiple regression analysis by software SPSS, which revealed the following results: (1) students’ perceptions of the parenting styles in Taichung reached high level, with the dimension “Mother Asked” standing out; (2)students’ perceptions of the teaching styles in Taichung reached high level, with the dimension “Supporting” standing out; (3)students’ emotion regulation in
Taichung reached high level, with the dimension “Awareness” standing out; (4)there were significant differences on the dimensions “Father Asked” and “Mother Asked” of perceptions of the parenting styles between male and female genders of students; also on the dimension “Mother responded” of the same among different family structures; (5)there were significant differences in perceptions of the parenting styles for students with different birth order and different family structure, generally or in certain section aspects; (6)regarding students’ perceptions of the teaching styles, there were significant differences on the dimensions “Compromise” and “Compulsive” for different graders; on the dimension “Laissez faire” between male and female genders of students; on the dimension “Compulsive” for students with different birth order; on the dimension “Negotiation” for students with different family structure; (7)there were significant differences in the perceptions of the emotion regulation for students in different graders, birth order and family structure, generally; (8)there were significant differences on the dimension “Strategy” of the perceptions of emotion regulation between male and female genders of students; (9)students’ perception of parenting styles was correlated positively to their emotion regulation; (10)students’ perception of teaching styles was correlated positively to their emotion regulation; (11)there was effective predictive power of students’ perception of parenting styles and teaching styles on students’emotion regulation, with the dimensions “Father responded”, “Father asked”, “Mother responded” and “Compromise”, “Negotiation” and “Laissez faire” performing the best.

並列關鍵字

elementary school students ； emotion regulation ； teaching styles ； parenting styles

參考文獻

吳武典、林繼盛（1985）。加強家庭聯繫對兒童學習效果與家庭氣氛的影響。教育心理學報，18，97-116。

Tomal, D.R.(2001). A comparison of elementary and high school teacher discipline styles. American Secondary Education, 30(1), 38-40. doi:10.1023/A:1005229022799

參考文獻

壹、中文部分

三民書局大辭典編纂委員會（1985）。大辭典。台北市：三民。文永沁(2007)。低成就學生的情緒調節對學業情緒與偏差行為的影響（未出版之碩士論文）。國立政治大學，臺北市。