臺灣博碩士論文加值系統

本研究之目的在探討不同家庭發展階段父母對長子女之教養方式；父母教養方式相關因素之研究。研究樣本是以嘉義地區的幼稚園（國立嘉義大學實小附幼、名人幼稚園、育志幼稚園、大同國小附幼）、小學（溪口國小、林森國小）、中學（太保國中、大業國中、輔仁中學）、高中職（嘉義中學、興華中學、省立華南商職）、及大同商專，共1386名學生之家長做為對象，並以Roe及Siegelman(1963)所編製之「親子關係問卷」（Parent-Child Relation Questionnaire，簡稱PCR）加以修訂後做為研究工具。將所得資料以單因子變異數分析、及T考驗進行統計分析，研究結果分析如下：
一、不同家庭發展階段的父母，在「積極」及「寬鬆」之教養方式有顯著差異。
1. 長子女為學齡前時期及學齡時期的父母，對子女採取比較「積極」之教養方式。
2. 長子女為學齡前時期、學齡時期、及成年時期的父母對子女比較寬鬆，相較之下，青少年時期的父母在教養子女時最不寬鬆。
二、不同家庭背景因素的父母在教養長子女時有顯著差異。
1. 教育程度越高的父母，對子女採取越「積極」之教養方式。
2. 職業專業程度越高的父母，對子女採取比較「積極」之教養方式；而職業專業程度越低的父母，對子女採取比較「消極」之教養方式。
3. 與就業母親比較，非就業母親在教養子女時採取較「積極」之方式，同時也比就業母親採取更「消極」之教養方式。
三、與父親比較，母視對子女採取較「積極」之教養方式。
四、父母之教養方式並不因為子女的性別而有所差異。
五、民國六十六年、民國七十三年、以及民國八十八年的父母教養方式順序大致相同。父母管教方式均以愛護居多，保護、寬鬆及命命居其次，較少使用拒絕與忽視。而在獎懲的運用，依序為精神獎勵及物質獎勵，較少使用精神懲罰及物質懲罰。
本研究根據研究結果加以討論，依此提出建議，並提供父母、學校、及未來研究之參考。

The purpose of this research is to study (1) the parenting style of different family developmental stage, (2) the variables how to influence parenting style. 1386 parents from Chia-Yi city completed the Parent-Child Questionnaire. All the data were analyzed by one-way Anova.
The outcomes of the analysis are as follows:
1. Parents of different family developmental stage show significant difference on "active" and "casual" parenting style.
2. Parents come from different family background variables show significant difference on parenting style.
(1) Parents with higher education have more "active" parenting style in rearing their first child.
(2) Parents with higher professional work have more "active" parenting style in rearing their first child; parents with lower professional work have more "negative" parenting style in rearing their first child.
(3) Unemployed females score significantly higher than employed females both on "active" and "negative" parenting style.
3. Females score significantly higher than males on "active" parenting style.
4. Parents show no significant difference in rearing their first child.
5. The order often subtest parenting style in 1977, 1984, and 2000 is the same. When rearing their adolescent''''s child, parents use more loving, protective, causal, and demanding; use less rejecting and neglecting. As for the reward-punishment, parents use more symbolic-love reward and direct-object reward, use less symbolic-love punishment and direct- object punishment.
According to the outcomes obtained above, there are suggestions offering to parents, school, and future studies.