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研究生:蕭勤達
研究生(外文):HSIAO, CHIN-TA
論文名稱:親子教養行為之代間傳承與斷裂
論文名稱(外文):The Intergenerational Continuity and Discontinuity of Parenting Behaviors
指導教授:戴翠莪戴翠莪引用關係陳易甫陳易甫引用關係
指導教授(外文):TAI, TSUI-OCHEN, YI-FU
口試委員:郭文般沈幼蓀
口試委員(外文):KUO, WEN-PANSHEN, YU-SUN
口試日期:2019-07-22
學位類別:碩士
校院名稱:國立臺北大學
系所名稱:社會學系
學門:社會及行為科學學門
學類:社會學類
論文種類:學術論文
論文出版年:2019
畢業學年度:107
語文別:中文
論文頁數:58
中文關鍵詞:家庭教養型態教養行為代間傳承代間不連續
外文關鍵詞:parenting styleparenting behaviorintergenerational continuityintergenerational discontinuity
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家庭乃個體之最基本社會單位,其中教養(Parenting)尤為重要,深刻影響了孩童身心發展。台灣屬華人文化圈,相較於西方又更加強調「集體主義」的觀念,高度的家族集體精神伴隨來的是教養行為代間傳承(Intergenerational Continuity/Transmission)的可能發生,欲以教養行為傳承作目的探討之。過去西方相關研究可謂不勝枚舉,且正、負面教養行為皆然,然而台灣相關文獻則屬有限,多偏向負面教養傳承,因此本文將以正負面教養行為傳承一併作探討。

研究採用TYP台灣青少年成長歷程研究第一波國一與國三學生與家長問卷資料,以四大教養分類(Authoritative/Authoritarian/Permissive/Neglectful)為開端,從國內外學者提出之各類型態屬性來歸類相關具體行為,配合問卷當中之祖父母(Generation 1)、父母(Generation 2)、學生(Generation 3),輔以社會學習理論及相關傳承實證研究作為研究代間傳承與斷裂之基礎。結果顯示:西元2000年時期(1)G2父親的監控行為(2)G2父親的一致性行為(3)G2母親的引導式行為分別受上一代影響產生代間傳承;(4)G1之一致性教養行為影響G2父親與母親傾向嚴酷行為(5)G1引導式行為影響G2母親傾向監控行為,研究結果並無顯示嚴酷行為與引導式行為形成代間斷裂。而SES較為優越的G2家長傾向使用「恩威並重」的雙面教養手段,可能為現代家長自身也成為父母後方知育兒難處,處在一種教養世代傳承與斷裂的雙向動態發展。

Cross-generational continuities of parenting behaviors have attracted much attention from scholars in the areas of education and sociology. Few studies, however, have examined the generational transmission of Taiwanese parenting practices. To address the limitation of Taiwanese studies, this research investigates individual and family factors that relate to the intergenerational continuity or discontinuity of parenting practices in Taiwan. Specifically, using data from the first wave of Taiwan Youth Project (TYP), this study examines whether the parenting practices of generation one (G1) will affect the parenting behaviors of generation two (G2). Based on previous studies, four types of parental disciplinary actions for adolescents are identified in the TYP data: they are parental monitoring, harsh practices, consistency, and induction. The results show that the G2 male respondents whose parents maintained consistent disciplinary practices tended to use consistent and harsh parenting practices. In addition, the G2 female respondents whose parents used inductive disciplinary strategies were also more likely to provide their children with explanations with respect to their actions. On the other hand, the harsh parenting practices by the G1 parents did not encourage the G2 respondents to discipline their children harshly. The results suggest both the continuity and discontinuity of parenting behaviors. Suggestions for future research and implications for policy making are discussed.
目錄
一、 緒論 1
二、 文獻回顧 4
(一)教養類型 4
1.教養分類 4
2.教養與實際行為 7
(二)教養之代間傳承與斷裂 12
1.社會學習理論 12
2.國內外正負面代間傳承實證研究 13
3.家庭教養直接性傳承之台灣實證研究 16
4.代間不連續性與斷裂 18
5.小結與提問 20
三、 資料與研究方法 22
(一)資料來源 22
(二)資料使用 22
(三)測量 23
(四)方法 27
四、 分析結果 28
(一)父親與祖父母教養關聯多變項迴歸分析 28
1.父親監控行為 29
2.父親嚴酷行為 29
3.父親一致性行為 30
4.父親引導式行為 30
(二)母親與祖父母教養關聯多變項迴歸分析 32
1.母親監控行為 32
2.母親嚴酷行為 33
3.母親一致性行為 33
4.母親引導式行為 34
五、 結論 40
六、 貢獻與研究限制及未來發展 43
參考文獻 45
附錄一、父親家庭教養行為樣本之描述統計表 53
附錄二、母親家庭教養行為樣本之描述統計表 55
附錄三、學生與家長問卷 57


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