親職教育團體對親子關係與兒童行為問題的影響

The Effects of Parent Education Groups on Parent-Child Relationship and Child Behavior Problems

林家興(Josh Chia-Hsin Lin)

《教育心理學報》 39卷1期 (2007/09) Pp. 91-109

https://doi.org/10.6251/BEP.20070301

摘要

本研究的目的在於探討三種實施親職教育的團體方式，對親子關係與一般國小兒童行為問題的影響。研究者針對三種國人較為熟悉的團體實施方式：讀書會、班級教學及團體輔導進行團體效果的比較。研究採用後測控制組實驗設計，以台北市國小兒童家長186名為研究樣本，將他們隨機分派到三個實驗組和一個控制組。自變項為親職教育團體的實施方式，依變項是家長評量的親子關係與兒童行為問題。研究受試分別於實驗結束時及三個月之後接受後測。研究結果發現：1.團體輔導、讀書會、班級教學對於家長與子女的親子關係，以及國小兒童的行為問題並沒有立即的實驗影響；2.團體輔導與讀書會對於受試的親子關係以及兒童的問題行為在三個月之後有顯著的影響，班級教學對於改善受試子女的問題行為在三個月之後有顯著的效果。

關鍵字

行為問題 ； 班級教學 ； 團體輔導 ； 親職教育 ； 讀書會

並列摘要

This study aimed to compare three group methods of parent education and their effects on participants' parent-child relationship and child behavior problems. Three group methods that are commonly known to the Chinese parents (i.e., group counseling, study group, and classroom teaching) were compared in terms of their effects on parents and their children. A posttest-only control group design was used to conduct the experiment. One hundred and eighty-six voluntary parents of elementary school children in Taipei City were randomly assigned to either experimental or control groups. Measures of parent-child relationship and child behavior problems were collected immediately after the experiment and three months post-experiment. Results of the study were that: (1) there were no significant difference among group counseling, study group, classroom teaching, and waiting-list control groups on the immediate experimental effects of parent education; (2) group counseling and study groups were found to have significant experimental effects on parent-child relationship and child behavior problems three months post-experiment; and (3) classroom teaching was found to have significant experimental effects on child behavior problems three months post-experiment. Practical and research implications are discussed.

並列關鍵字

behavior problems ； classroom teaching ； group counseling ； parent education ； study group

參考文獻

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