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研究生:郭宜瑾
研究生(外文):Yi-Jin
論文名稱:雙親教養態度對新移民子女行為問題影響之研究
論文名稱(外文):The Effect of Parental Bonding on Behavior Problems in Children of Immigrant Mothers
指導教授:楊浩然楊浩然引用關係
指導教授(外文):Hao-Jan Yang
學位類別:碩士
校院名稱:中山醫學大學
系所名稱:公共衛生學系碩士班
學門:醫藥衛生學門
學類:公共衛生學類
論文種類:學術論文
論文出版年:2007
畢業學年度:95
語文別:中文
論文頁數:80
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研究目的:為比較新移民子女與本籍子女行為問題之差異,並探討雙親教養態度與孩童行為問題之關係。
材料方法:本研究隨機抽取台灣中部三縣(台中縣、彰化縣、南投縣)24所國民小學一至六年級之新移民子女為研究對象(n=391),於同班級、同性別隨機抽取本籍孩童作為對照組(n=566)。孩童之行為問題以兒童行為檢核表之老師報告(Teacher’s Report Form, TRF)及父母報告(Child Behavior Checklist, CBCL)評估;而以雙親教養態度量表(Parental Bonding Instrument, PBI)由學童填答雙親教養相關問題。資料以卡方檢定、獨立樣本t檢定、單因子與雙因子變異數分析、邏輯斯迴歸加以分析。
結果:父母報告發現,新移民子女各種行為問題分數均較本籍子女高(t = -3.78, p<0.001),但老師報告則差異僅限於退縮/憂鬱(t = -2.90, p=0.004)。但兩種報告(老師或父母)均不因新移民母親之原國籍(F = 0.82, p = 0.485; F = 1.67, p = 0.17)以及子女之年級(F = 0.49, p = 0.611; F = 0.43, p = 0.652)有所差異,但均與子女性別有關(t = -4.32, p <0.001, t = -3.35, p <0.001)。相較於本籍家庭,新移民子女填答之教養因素,父母親較缺乏關懷且較過度保護,但僅邊緣或無差異。控制相關因素之後,父母報告顯示,新移民子女較本籍子女具有較多的退縮/憂鬱(OR = 4.5, 95% C.I. = 2.5-8.4)、抱怨身體不適(OR = 2.4, 95% C.I. = 1.3-4.7)、思考問題(OR = 2.9, 95% C.I. = 1.3-6.6)、違規行為(OR = 2.4, 95% C.I. = 1.1-5.1)、內化行為(OR = 2.1, 95% C.I. = 1.0-4.1)與全行為OR = 2.3, 95% C.I. = 1.1-5.0)問題,父親低關懷比高關懷有較多內化行為(OR = 0.4, 95% C.I. = 0.2-0.9)與全行為(OR = 0.3, 95% C.I. = 0.1-0.8)問題,此外父親教育程度與社交問題(OR = 0.4, 95% C.I. = 0.2-0.9)、
注意力問題(OR = 0.4, 95% C.I. = 0.2-0.9)有關係。但老師報告結果在母親國籍與雙親教養因素,皆與孩童行為問題無顯著相關,僅發現在父親教育低程度較高程度有較高之內化行為(OR = 0.3, 95% C.I. = 0.2-0.7)與全行為(OR = 0.5, 95% C.I. = 0.2-1.0)問題。
結論:本研究得知母親國籍、父親關懷與父親教育程度,為影響孩童行為差異之重要因子,但影響老師和父母報告之因素有所不同,顯示出兒童行為在不同觀察者之間之多樣性。新移民家庭中,提升父親關懷是避免兒童行為偏差之可行方式。

Objectives: To compare whether the behavioral/emotional problems are different between children of immigrant and indigenous mothers. The associations of parental bonding with behavioral/emotional problems are also investigated.
Method: Subjects were recruited from 24 junior high schools in three counties of middle Taiwan (Taichung, Changhua and Nantou) where all (n=391) students of immigrant mothers were compared with 566 randomly selected same-sex classmates of indingeous mothers on behavioral/emotional problems. Teacher’s Report Form (TRF) and parents’ report form (Child Behavior Checklist, CBCL) were used to assess children’s behavioral/emotional problems. Parental bonding was assessed through students by filling out the Parental Bonding Instrument (PBI). Chi-square statistics, independent-samples t tests, one-way/two-way ANOVA, univariate and multiple logistic regression models were conducted in the analyses.
Rusults: Scores of the majority of behavioral/emotional problems in children of immigrant mothers were significant higher than those of indingenous mothers according to parents’ reports (t = -3.78, p<0.001); whereas only withdraw/depressed showed a higher score among children of immigrant mothers in teachers reports (t = -2.90, p=0.004).
Additionally, both reports revealed that the behavioral/emotional problems were associated with gender of children (t = -4.32, p <0.001, t = -3.35, p <0.001) but not with the nationality of mother (F = 0.82, p = 0.485; F = 1.67, p = 0.17) and grade of children (F = 0.49, p = 0.611; F = 0.43, p = 0.652). Lower care scores and higher protective score of parents were found in families with immigrant mothers than those with indigenous mothers, but the differences were in borderline or insignificant. After controlling for potential confounding factors, children of immigrant mothers were found to have more Anxious/Depressed problems (OR = 4.5, 95% C.I. = 2.5-8.4) , Somatic Complaints problems (OR = 2.4, 95% C.I. = 1.3-4.7) , Thought problems (OR = 2.9, 95% C.I. = 1.3-6.6) , Rule-Breaking Behavior problems (OR = 2.4, 95% C.I. = 1.1-5.1) , Internalizing syndromes (OR = 2.1, 95% C.I. = 1.0-4.1) and Total problems (OR = 2.3, 95% C.I. = 1.1-5.0) than those of indigenous mothers in parents’ reports. In addtion, children with high levels of father’s care were less to show Internalizing syndromes (OR = 0.4, 95% C.I. = 0.2-0.9) and Total problems (OR = 0.3, 95% C.I. = 0.1-0.8). Father’s lower education level was associated with Social problems (OR = 0.4, 95% C.I. = 0.2-0.9) and Attention problems OR = 0.4, 95% C.I. = 0.2-0.9). For teacher’s reports, both mother’s nationality and parental bonding had no association with child behavioral problems, except for father’s low eductional level showing a significantly effect on
Internalizing syndromes (OR = 0.3, 95% C.I. = 0.2-0.7) and Total problems (OR = 0.5, 95% C.I. = 0.2-1.0).
Conclusion: Our findings suggested that mother’s nationality, father’s care and educational level are major determinants for children’s behavior problems, but they differ between teacher’s report and parents’ report. Increasing father’s care toward children of immigrant mothers may prevent the emergence of children’s behavioral/emotional problems.

目錄

第一章 前言
第一節 新移民現象之背景及族群介紹 …………………................................. 1
第二節 新移民之子女行為之相關議題 ………………………………………. 3
第三節 新移民家庭教養與子女之關係 ...………………………………. 4
第四節 教養因素對孩童行為問題之影響 ……………...................................... 6
第五節 影響新移民行為問題之其他相關因素 .……………………………... 7
第六節 研究目的 .……………………………………………………………... 9
第二章 研究方法與研究工具
第一節 研究設計與程序 ……………………………………………………... 10
第二節 研究工具 ……………………………………………………………... 11
第三節 統計分析 ……………………………………………………………... 14
第三章 結果
第一節 基本人口學資料 ……………………………………………………... 17
第二節 不同母親國籍之孩童於兒童行為及教養態度計分之差異 ……….. 18
第三節 人口學變項對於孩童內化行為、外化行為與全行為之影響 ……….. 19
第四節 不同性別、母親國籍與孩童行為之關係 …………………………… 20
第五節 不同性別、母親國籍在各孩童行為症候群之標準化T分數 ……..... 21
第六節 雙親教養因素對孩童行為之影響 …………………………………….. 22
第七節 不同母親國籍、雙親教養因素對孩童行為之影響 …………………... 23
第八節 不同母親國籍、雙親教養因素與相關因子與孩童行為之相關性 …... 24
第四章 討論與結論
第一節 兒童行為檢核表之信度探討……………………………………………. 27
第二節 新移民子女行為問題之盛行率…………………………………………. 27
第三節 性別在行為問題之差異……………………………………………......... 28
第四節 不同報告者所呈現孩童行為問題之比較………………………………. 29
第五節 父親教育程度對孩童子女行為之影響…………………………………. 30
第六節 新移民子女與本籍子女於行為問題之差異……………………………. 31
第七節 雙親教養因素對新移民子女行為問題之影響…………………………. 32
第八節 限制…………………………………………………………….. 34
第九節 結論…………………………………………………………….. 35
參考文獻…………………………………………………………………… 36
附錄一:新移民女性申請歸化程序………………………………………………….. 69
附錄二:老師填答之問卷……………………………………………………………... 70
附錄三:父母填答之問卷…………………………………………………………….. 74
附錄四:孩童填答之問卷……………......................................................................... 79






表目錄
表1 各量表之內部一致性……………………………………………………... 46
表2 學童母親國籍於中部三縣之分布統計情形……………………………... 47
表3 中部三縣國小一至六年級學童人口學資料之分布(依母親國籍別分)… 48
表4 台灣籍及新移民母親之一至六年級學童行為量表原始分數、雙親教養量表分數與教養型態分佈……………………………………………… 49
表5 新移民母親之不同國籍於樣本(一至六年級孩童)行為量表原始分數之差異……………………………………………………………………..… 50
表6 國小一至六年級研究樣本的原始行為分數於不同人口學變項之差異(老師報告)……………………………………………………………...… 51
表7 國小一至六年級研究樣本的原始行為分數於不同人口學變項之差異(父母報告)................................................................................................... 52
表8 由老師報告不同年級學童各行為症候群原始分數之平均值(標準差)按按母親國籍分….......................................................................................... 53
表9 由父母報告不同年級學童各行為症候群原始分數之平均值(標準差)按母親國籍分…............................................................................................. 54
表10 由老師報告之學童行為症候群原始分數按不同性別與母親國籍分並利用Two-way ANOVA檢定之差異……………………………………. 55
表11 由父母報告之學童行為症候群原始分數按不同性別與母親國籍分並利用Two-way ANOVA檢定之差異……………………………………. 56
表12 由老師報告之學童行為症候群標準化T分數按不同性別與母親國籍分 57
表13 由父母報告之學童行為症候群標準化T分數按不同性別與母親國籍分 58
表14 雙親教養之關懷、保護因素對老師報告之孩童行為症候群之影響….... 59
表15 雙親教養之關懷、保護因素對父母報告之孩童行為症候群之影響……. 60
表16 以Two-way ANOVA檢定不同母親國籍、父親教養因素對孩童行為症候群T分數之差異(老師報告)…………………………………………… 61
表17 以Two-way ANOVA檢定不同母親國籍、母親教養因素對孩童行為症候群T分數之差異(老師報告)………….……………………………....... 62
表18 以Two-way ANOVA檢定不同母親國籍、父親教養因素對孩童行為症候群T分數之差異(父母報告)……………………………………………

63
表19 以Two-way ANOVA檢定不同母親國籍、母親教養因素對孩童行為症候群T分數之差異(父母報告)…………………………………………… 64
表20 老師報告之孩童各行為問題於各變項間之單變項邏輯斯回歸模式…... 65
表21 父母報告之孩童各行為問題於各變項間之單變項邏輯斯回歸模式…... 66
表22 老師報告之孩童各行為問題於各變項間之多變項邏輯斯回歸模式…... 67
表23 父母報告之孩童各行為問題於各變項間之多變項邏輯斯回歸模式…... 68



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1. 王光宗. (2003). 台南縣東南亞外籍母親在子女入學後母職經驗研究. 國立嘉義大學家庭教育研究所碩士, 嘉義.
2. 朱玉玲. (2001). 澎湖的外籍新娘. 西瀛風物, 8, 60-75.
3. 江亮演, 陳燕禎, & 黃稚純. (2004). 大陸與外籍配偶生活調適之探討. 社區發展季刊, 105, 66-89.
4. 周玉慧, & 吳齊殷. (2001). 教養方式、親子互動與青少年行為:親子知覺的相對重要性. 人文及社會科學集刊, 13, 439-476.
5. 周美珍. (2001). 新竹縣「外籍新娘」生育狀況統計. 公共衛生, 28, 255-264.
6. 夏曉鵑. (2000). 資本國際化下的國際婚姻-以台灣的「外籍新娘」現象為例. 台灣社會研究季刊, 39, 45-92.
7. 陳淑芬. (2003). 大陸新娘的擇偶、受虐與求助歷程-兼論服務提供者對大陸新娘的假設及其對服務提供之影響. 社會發展季刊, 100, 182-199.
8. 黃森泉, & 張雯雁. (2003). 外籍新娘婚姻適應與子女教養問題之探討. 社會教育研究, 8, 135-166.
9. 潘淑滿. (2004). 婚姻移民女性、公民權與婚姻暴力. 社會政策與社會工作學刊, 8, 85-131.
10. 蔡榮貴. (2004). 臺灣外籍配偶子女教育問題與因應策略. 臺灣教育, 626, 32-37.
11. 蔡榮貴, & 黃月純. (2004). 台灣外籍配偶子女教育問題與因應策略. 台灣教育, 32-37.
12. 鍾鳳嬌, & 王國川. (2004). 外籍配偶子女的語文、心智能力發展與學習狀況調查研究. 教育學刊, 23, 231-258.
13. 鍾鳳嬌, 王國川, & 陳永朗. (2006). 屏東地區外籍與本籍配偶子女在語文、心智能力發展與學習行為之比較研究-探析家庭背景的影響. 教育心理學報, 37, 411-429.
 
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