本研究調查國中學生父母教養方式與英語學習動機的關係。也更深入探討父母教養方式是否影響英語學習動機的高低。
本研究以台南市一百九十二個國中學生為樣本並以問卷調查方式蒐集資料。本研究的分析方式採用敘述統計、單一樣本T檢定和單因子變異數分析。茲將本研究的結果歸納如下：
(1)學生的背景因素包括性別、年級、學習英語的時間、父母的教育程度與父母的職業對學生的英語學習動機並沒有顯著之影響。
(2)本研究有百分之六十以上的國中生父母教養方式為開明權威教養方式。
(3)開明權威教養方式對英語學習動機有顯著影響，然而溺愛教養方式與專制權威教養方式並沒有。
最後，本研究者提供一些教學涵意與建議。

This study investigated English learning motivation and parenting styles in junior high schools. Also, whether parenting styles would affect students’ English learning motivation was aimed for exploration.
One hundred and ninety two junior high school students in Tainan City were involved in the study and one questionnaire was employed. Descriptive statistics, t-test, and one-way ANOVA were used for data analysis. The findings of this study were as follows.
(1) There were no significant differences between students’ background factors and students’ English learning motivation. The factors include genders, grades, the ages of commencement to study English, parents’ educations and occupations.
(2) Over sixty percent of junior high school students’ parenting style followed the authoritative parenting style.
(3) The authoritative parenting style had a significant influence on English learning motivation. However, the permissive parenting style and the authoritarian parenting style did not.
Finally, some pedagogical implications and suggestions were provided.

TABLE OF CONTENTS
Abstract(Chinese)………………………………………… i
Abstract (English)………………………………………ii
Acknowledges………………………………………………iii
Table of Contents…………………………………………iv
Lists of Tables……………………………………………vi
CHAPTER ONE INTRODUCTION
Background and Motivation…………………………………1
Purposes of the Study………………………………………4
Research Questions…………………………………………5
Significance of the Study…………………………………5
Limitations of the Study…………………………………5
Definition of Terms………………………………………6
CHAPTER TWO LITERATURE REVIEW
English Learning Motivation……………………………9
The Studies Related to English Learning Motivation……13
Parenting Styles…………………………………………14
The Studies Related to Parenting Styles…………17
The Related Literature about Parenting Styles and English Learning Motivation……………………………………18
CHAPTER THREE METHODOLOGY
Participants………………………………………………22
Instruments………………………………………………23
Data Collection…………………………………………26
Data Analysis……………………………………………27
CHAPTER FOUR RESULTS AND DISCUSSION
Results for Research Question One…………………29
Discussion of Results for Research Question One…33
Results for Research Question Two…………………34
Discussion of Results for Research Question Two…40
Results for Research Question Three………………41
Discussion of Results for Research Question Three…46
CHAPTER FIVE CONCLUSION, PEDAGOGICAL IMPLICATIONS AND
SUGGESTIONS
Conclusion…………………………………………………50
Pedagogical Implications………………………………51
Suggestions for Further Study…………………………52
REFERENCES…………………………………………………54
APPENDICES
Appendix A…………………………………………………65
Appendix B…………………………………………………70
Appendix C…………………………………………………74
Appendix D…………………………………………………75
LIST OF TABLES
Table 1 Distribution of Participants………………22
Table 2 Distribution of Participants’ schools……23
Table 3 The Organization of the Questionnaire……23
Table 4 The Distribution of English Learning Motivation
Scale………………………………………………25
Table 5 The Distribution of Parenting Style
Scale………………………………………………26
Table 6 The Descriptive Results of Genders and English
Learning Motivation……………………………30
Table 7 The T-test Results of Genders and English
Learning Motivation……………………………30
Table 8 One-way ANOVA on Grades and English Learning
Motivation…………………………………………31
Table 9 One-way ANOVA on the Ages of Commencement to
Study English and English Learning Motivation…31
Table 10 One-way ANOVA on Father’s Educations and English
Learning Motivation…………………………………32
Table 11 One-way ANOVA on Mother’s Educations and English
Learning Motivation…………………………………32
Table 12 One-way ANOVA on Father’s Occupations and
English Learning Motivation………………………33
Table 13 One-way ANOVA on Mother’s Occupations and
English Learning Motivation………………………33
Table 14 The Results of Parenting Styles and Total
Participants……………………………………………35
Table 15 The Results of Genders and Parenting
Styles……………………………………………………36
Table 16 The Results of Grades and Parenting
Styles……………………………………………………36
Table 17 The Results of the Ages of Commencement Study of
English and Parenting Styles………………………37
Table 18 The Results of Father’s Educations and Parenting
Styles……………………………………………………37
Table 19 The Results of Mather’s Educations and Parenting
Styles……………………………………………………38
Table 20 The Results of Father’s Occupations and
Parenting Styles………………………………………39
Table 21 The Results of Mother’s Occupations and
Parenting Styles………………………………………40
Table 22 The Descriptive Results of Parenting Styles and
English Learning Motivation…………………………42
Table 23 One-way ANOVA on Parenting Styles and English
Learning Motivation…………………………………43
Table 24 Post Hoc Comparison on Parenting Styles and
English Learning Motivation………………………43
Table 25 One-way ANOVA on Parenting Styles and Motivation
Intensity………………………………………………44
Table 26 Post Hoc Comparison on Parenting Styles and
Motivation Intensity………………………………44
Table 27 One-way ANOVA on Parenting Styles and Intrinsic
Motivation………………………………………………45
Table 28 Post Hoc Comparison on Parenting Styles and
Intrinsic Motivation…………………………………45
Table 29 One-way ANOVA on Parenting Styles and
Extrinsic Motivation…………………………………46
Table 30 The Results of One-way ANOVA on Parenting Styles
and Extrinsic Motivaion……………………………46

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