隔代教養學生與非隔代教養學生學校生活適應之比較

The Comparison between Elementary Students Reared by Grandparents and Students Reared by Parents Regarding to School Life Adaptation

吳佳蓉(Chia-Jung Wu) ； 張德勝(Te-Sheng Chang)

《花蓮師院學報（教育類）》 16期 (2003/06) Pp. 109-133

https://doi.org/10.7073/JNHTCA.200306.0109

摘要

本研究主要目的是在比較隔代教養與非隔代教養（照料方式）學生在不同個人變項（性別、社經地位、教養方式）下，其學校生活適應的差異情形。研究方法主要以問卷調查法為主，研究樣本為花蓮縣國小高年級隔代教養學生169位以及與之配對非隔代教養學生169位。研究工具為自編之「學校生活適應量表」，包括「學習適應」、「師生關係」、「同儕關係」、「自我適應」等四個層面。研究結果如下：（一）性別與照料方式沒有顯著的交互作用，但是女學生在「學習適應」、「師生關係」、「同儕關係」及整體的分數都顯著高於男學生。而非隔代教養之學生則在所有層面及整體的適應分數都顯著高於隔代教養的學生。（二）社經地位與照料方式沒有顯著的交互作用。但是中社經地位學生在四個分層面及整體的分數都優於低社經地位學生。（三）教養方式和照料方式在四個分層面沒有顯著交互作用，但是在整體方面則有顯著交互作用。就四個分層面而言，「忽視冷漠」教養下的學生其生活適應顯著低於其他三種教養方式的學生。就整體層面而言，教養方式對於隔代教養學生的得分沒有顯著差異，但是對於非隔代教養而言，則「開明權威」或「專制權威」教養方式下的學生比「寬鬆放任」或「忽視冷漠」教養方式下的學生來得好。以教養方式而言，則隔代教養學生與非隔代教養學生在「忽視冷漠」教養下，其學校生活適應總層面的得分沒有顯著差異，但是就「開明權威」、「專制權威」及「寬鬆放任」的教養方式而言，則非隔代教養的學生其學校生活適應的得分顯著高於隔代教養的學生。

關鍵字

學校生活適應 ； 隔代教養 ； 非隔代教養

並列摘要

The purpose of this study was to compare the elementary students reared by grandparents and those reared by parents regarding to their school life adaptation. The influences of students' variables (gender, social economic status, and grandparent's or parent's discipline) on the school life adaptation were investigated for both groups of students. The survey sample consisted of 169 students reared by grandparents and 169 students reared by parents. The instrument, titled ”School Life Adaptation Scale for Elementary Student”, consists of four dimensions: Learning Adaptation, Teacher-and-Student Relationship, Peer Relationship, and Self Adaptation. The statistical method was two-way analysis of variance. The results of this study are as follows: (1) The interactions between student gender and the way student being reared is not significant. Female students are higher on three dimensions and total scores than male students. Student reared by parents have higher scores than those reared by grandparents on all the adaptation dimensions. (2) The interaction between student SES and the way students being reared is not significant, but students in the middle-SES family are significantly superiors to those in the low-SES family on all the adaptation dimensions. (3) The interaction between grandparent's/parent's discipline and the way students being reared is statistically significant for the total score of adaptation but not for the four dimensions.

並列關鍵字

School Life Adaptation ； Students Reared by Grandparents ； Students Reared by Parents

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