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題名:覺知父母對努力或成績的特定教養組型與台灣青少年的適應:子女解讀所扮演的角色
作者:張泰銓
作者(外文):Thai-Tsuan Chang
校院名稱:國立臺灣大學
系所名稱:心理學研究所
指導教授:雷庚玲
學位類別:博士
出版日期:2021
主題關鍵詞:努力成績信念取向教養實作個體中心取向對教養實作的解讀academic gradebelief-oriented parenting practiceeffortinterpretation to parenting practiceperson-centered approach
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本研究從動態系統取向的角度思考,根據儒家文化對於「努力」的觀點、子女學業成就的受影響對象、及其他西方成就動機理論,一方面以個體中心取向分別找出台灣青少年所覺知其父母在面對子女不努力與成績不佳時的信念取向教養實作組型,並分別探討不同的教養組型與青少年適應的關係;另一方面,則透過檢驗青少年對特定教養實作的不同解讀方式對前述教養組型與青少年適應關係的調節效果,以凸顯在過去親子互動關係或教養研究中較被忽略的青少年主體性。總共有大台北地區724名國中七年級或八年級學生以及835位國中七年級或八年級學生之父母進行問卷填寫。實際測量概念包括:青少年父母所抱持之努力與學業成就相關信念、青少年覺知該父母認為該青少年「不努力」及「成績不佳」時的信念取向教養實作、青少年對前述各教養實作的解讀方式、及青少年自陳之認知、情緒,行為面向之適應。潛在類別分析結果指出,青少年所覺知之父母認為青少年「不努力」時的教養組型可分為四種,青少年覺知父母認為青少年「成績不佳」時的教養組型也可分為四種。不同努力教養組型在父母努力信念上及青少年適應上有所差異,不同成績教養組型在父母學業成就信念上及青少年適應上也有所差異。不僅於此,青少年的努力信念在不同努力教養組型間的差異樣貌,還會因青少年對特定「儒家努力信念取向教養實作」採取之特定解讀方式而有所不同。本研究將對所辦認出之信念取向教養組型及青少年解讀的意涵進行討論。
From the perspective of dynamic system approaches, this study investigated effort- and academic grade- related belief-oriented parenting practices perceived by Taiwanese adolescents and adolescent’s interpretation to the parenting practices. The belief-oriented parenting practices were based on Confucian view about effort, highlighted target person (adolescent or parent) relevant to adolescent’s academic achievement, and Western theories in the field of academic motivation such as self-determination theory and growth mindset theory. The person-centered approach was adopted to separately identify potential groups characterized by different profiles of effort-related belief-oriented parenting practices and potential groups with different profiles of academic grade-related belief-oriented parenting practices. Between-group differences of effort-related parenting profiles and between-group differences of grade-related parenting profiles in adolescents’ adjustments were then investigated. Moderating effects of adolescent’s interpretation for specific parenting practice on the aforementioned relation between effort-related / academic grade-related parenting profiles and adolescent’s adjustment were further explored. A total of 724 seventh- and eighth- graders and 835 parents of seventh- and eighth- graders in the great Taipei area participated this study. These adolescents reported their perceptions about one of their parents’ parenting practices when their parents had thought the adolescents did not study hard or got bad grades in school. They also reported their interpretation to each of the aforementioned effort- and academic grade- related belief-oriented parenting practices as well as their adjustment. Parents participating this study filled out questionnaires about their beliefs toward effort and children’s academic achievement. The results revealed that four profiles of effort-related parenting practices and four profiles of academic grade-related parenting practices emerged. The effort-related parenting profiles differed in not only parent’s effort-related beliefs but also adolescent’s adjustment. Similarly, the academic grade-related parenting profiles differed in not only parent’s academic achievement-related beliefs but also adolescent’s adjustment. Moreover, adolescent’s interpretation toward specific parenting practices moderated the relations between effort-related parenting profiles and adolescent’s effort-related beliefs. Implications of the emerged effort- and academic grade-related belief-oriented parenting practices were discussed.
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