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來源資料
頁籤選單縮合
題 名 | 父母教養行為與子女教育抱負之關連性研究=The Study of the Relationship of Parenting Behaviors and Children's Educational Aspirations |
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作 者 | 陳易甫; | 書刊名 | 東吳社會學報 |
卷 期 | 9 2000.05[民89.05] |
頁 次 | 頁31-76 |
分類號 | 428.8 |
關鍵詞 | 父母教養行為; 教育抱負; 威斯康辛模型; 符號互動論; 結構方程式模型; Parenting behavior; Educational aspiration; Wisconsin model; Symbolic interactionism; Structural equation modeling; |
語 文 | 中文(Chinese) |
中文摘要 | 從威斯康辛模型對子女教育抱負的探究出發,本研究試圖討論家庭脈 絡因素(如父母的教育程度)與子女本身的教育抱負二者是透過何種的歷程發生 關聯的。依據符號互動論的理論觀點,本研究重新思考威斯康辛模型中「父母鼓 勵(parental encouragement)」這個中介變項所具有的意義。透過概念化的過程, 本研究將父母鼓勵拆解成父母對子女所抱持的教育抱負、父母的教養行為以及子 女知覺父母對其的教育抱負三個概念,並將之放入威斯康辛的模型中,成為本研 究的假設模型。透過「結構方程式模型(structural equation modeling;SEM)」統 計方法分析,本研究得出三點研究發現: 1. 在親子教育抱負影響的過程中,家庭脈絡因素會透過父母參與行為和支持行 為而影響子女本身的教育抱負,而此一過程包含兩個影響路徑,其中父母參 與行為的影響係以子女知覺的教育抱負為中介變數影響子女本身的教育抱 負,而父母支持行為則以子女的學業成績為中介變數影響子女本身的教育抱 負。 2. 模型中變項間的關係會隨著子女的性別而有所差異,雖然二者皆呈現「他人 引導」的影響力大於「自我反思」,但是兩者相比,女兒受「他人引導」的 影響較大,而兒子受「自我反思」的影響較大。 3. 模型中呈現親子互動的動態層面,此一結果顯示親子互動中並非父母單方面 的施予,子女的表現亦會影響父母的行為。 研究結果確定了父母教養行為以及子女知覺因素為模型中重要的中介變項,且男 女有所差異。本研究並指出父母教養行為在親子教育目標影響的過程中所具有的 理論上的意涵,以此提出往後研究者繼續探究之方向。 |
英文摘要 | Based on the study results of adolescent's educational aspiration of Wisconsin Model, this paper tries to figure out how family context (parents' education) affects adolescent's educational aspiration. From symbolic interactionism point of view, this paper rethinks the meaning of "parental encouragement" in Wisconsin Model. By reconceptualizing and reoperationalizing the parental encouragement, we put three concepts in Wisconsin Model: parental aspiration for children, parenting behaviors and children's perceived aspiration from parents instead of the origin one (parental encouragement) and build our hypothetical model. Using structural equation modeling analysis, we get three research results: 1. Family context affects adolescent's educational aspiration via parental support and parental involvement. There are two paths in the process: one is that parental involvement affects adolescent's educational aspiration via adolescent's perceived educational aspiration from parents. The other is that parental support affects adolescent's educational aspiration via his/her academic performance. 2. We get different relationships among variables in the model as the adolescent's gender changes. In both models (boys and girls), the "other's inducting effect" influences educational aspiration more than "self-reflexive effect" does. But when comparing both models, we find that "other's inducting effect" influences girls' educational aspiration more and "self-reflexive effect" affects boys' educational aspiration more. 3. In our model, we can see a dynamic parents-adolescents interaction process. Not only do parents influence children, but also what children perform will affect parents. |
本系統中英文摘要資訊取自各篇刊載內容。