臺灣博碩士論文加值系統

本研究旨在探討青少年的父母管教、情緒調節與學習成就之研究，並分析青少年的父母管教對學習成就之效果是否受到情緒調節之中介。本研究採用問卷調查法，以彰化地區552位(男生289人，女生263人)國中三年級為研究對象。研究工具包括父母管教量表、情緒調節量表及基測總分，以皮爾遜積差相關、簡單線性迴歸及階層迴歸分析進行考驗。研究結果顯示：(1)青少年的父母管教與其情緒調節有顯著相關；父母管教與學習成就有顯著相關；青少年的情緒調節與其學習成就有顯著相關；(2)青少年的父母管教可顯著預測其情緒調節；(3)青少年的父母管教可顯著預測其學習成就；(4)青少年情緒調節可顯著預測學習成就(5)青少年的父母管教與學習成就關係受到其情緒調節的中介。本研究根據研究結果進行討論，並提出未來研究上之建議。

The first purpose of the study was to explore the relations among parenting style (authoritarian, authoritative, indifferent-uninvolved, permissive), emotion regulation (reappraisal, suppression), and academic achievement (The total score of Committee of The Basic Competence for Junior High School Students) in adolescence. The second purpose of the study was to examine emotion regulation variables which were stronger predictor of academic achievement variables than were parenting style variables and mediated the relations between parenting style indicator and academic achievement in adolescence.
There were five hundred fifty-two (289 boys and 263 girls) ninth-grade students from seven junior high schools in Chang-hua. Materials used included (a) Parental Authority Questionnaire-PAQ (revised Hsieh, 2004), (b) Emotion Regulation Questionnaire-ERQ (Gross and John, 2003). The reliability and validity for the instruments of PAQ and ERQ was checked and was satisfactory. The research results were summarized as follows:
1. Parenting style predicted academic achievement: parenting style and academic achievement were associated. Linear regression analyses indicated that father and mother authoritative positively predicted academic achievement, permissive father, both indifferent-uninvolved and permissive mother negatively predicted academic achievement.
2. Emotion regulation predicted academic achievement: Linear regression analyses showed that Reappraisal positively predicted academic achievement.
3. Parenting style predicted emotion regulation: Linear regression analyses showed that authoritative parents positively predicted Reappraisal. In addition, authoritarian and indifferent-uninvolved parents positively predicted suppression.
4. Emotion regulation as mediators between parenting style and academic achievement.

內容目錄
中文摘要　．．．．．．．．．．．．．．．．．．．．． iii
英文摘要　．．．．．．．．．．．．．．．．．．．．． iv
誌謝辭　　．．．．．．．．．．．．．．．．．．．．． vi
內容目錄　．．．．．．．．．．．．．．．．．．．．． vii
表目錄　　．．．．．．．．．．．．．．．．．．．．． ix
圖目錄　　．．．．．．．．．．．．．．．．．．．．． x
第一章　　緒論．．．．．．．．．．．．．．．．．．． 1
第一節　　研究動機．．．．．．．．．．．．．．． 1
第二節　　研究目的．．．．．．．．．．．．．．． 3
第三節　　研究問題．．．．．．．．．．．．．．． 3
第四節　　研究假設．．．．．．．．．．．．．．． 3
第五節　　名詞釋義．．．．．．．．．．．．．．． 4
第六節　　研究範圍與限制．．．．．．．．．．．． 5
第二章　　文獻探討．．．．．．．．．．．．．．．．． 6
第一節　　父母管教的理論基礎．．．．．．．．．． 6
第二節　　情緒調節的理論基礎．．．．．．．．．． 11
第三節　　父母管教、情緒調節與學習成就之相關研究　 17
第三章　　研究設計與實施．．．．．．．．．．．．．． 23
第一節　　研究架構．．．．．．．．．．．．．．． 23
第二節　　研究對象．．．．．．．．．．．．．．． 25
第三節　　研究工具．．．．．．．．．．．．．．． 26
第四節　　實施程序．．．．．．．．．．．．．．． 39
第五節　　資料處理與分析．．．．．．．．．．．． 40
第四章　　研究結果．．．．．．．．．．．．．．．．． 42
第一節　　調查樣本結構分析．．．．．．．．．．． 42
第二節 描述性統計分析．．．．．．．．．．．． 43
第三節 父母管教、情緒調節與學習成就之相關情形 45
第四節　　父母管教、情緒調節與學習成就之預測分析 49
第五節　　父母管教、情緒調節與學習成就之中介情形 54
第五章　　討論、結論與建議．．．．．．．．．．．．．． 60
第一節　　討論與結論．．．．．．．．．．．．．．． 60
第二節　　建議．．．．．．．．．．．．．．．．． 67
參考文獻　．．．．．．．．．．．．．．．．．．．．． 71
附錄 　　研究問卷．．．．．．．．．．．．．．．．． 85

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