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題名 父母教養信念與方式經由孩子內在動機資源對孩子成就影響之研究
作者 梅淑鶯
May,Iris
貢獻者 邱美秀
梅淑鶯
May,Iris
關鍵詞 父母重視學習
父母正向知覺
父母投入
父母自我效能
能力感
自主性
parents` valuing learning
parental positive perception
parental involvement
parental self-efficacy
perceived competence
perceived autonomy
日期 2006
上傳時間 17-九月-2009 15:01:44 (UTC+8)
摘要 本研究主要的目的在探討父母教養信念與方式、孩子內在動機資源、以及孩子成就之間的關係，即本研究所假設之「父母教養信念與方式影響孩子成就模式」是否成立。其中父母教養信念與方式是以父母重視學習、父母正向知覺、父母投入、以及父母自我效能為測量變項；孩子內在動機資源是以能力感、自主性、以及連繫性為測量變項；孩子成就是以期末成績、以及老師所評定之五育表現為測量變項。

本研究以雲林縣及台中市共15班的七年級孩子與他們的父母為研究對象。測量工具有三種分別為，測量父母教養信念與方式之「父母教養信念與方式問卷」，測量五育表現的「老師評比問卷」，以及測量孩子內在動機資源的「自我信念領域量表－中文版」。前兩個測量工具為研究者自編，以110份預試問卷，進行選題，建立信、效度，並以正式施測的521個研究樣本考驗問卷之有效性。後者則是譯自學校衡鑑研究工具(Institute for Research and Reform in Education、Inc.、IRRE、1998)的「自我信念領域量表(Beliefs about Self Scale)」。

結構方程模式考驗的結果顯示，「父母教養信念與方式影響孩子成就模式」與觀察資料達到良好適配，表示父母對孩子學習的正向觀感、父母本身認為學習對孩子的重要性、父母參與孩子學習活動的頻率、以及父母認為自己擁有幫助孩子發展的自我效能這四項父母教養信念與方式，能構築成支援性後天環境，除了直接影響孩子成就外，也會經由孩子產生掌握學習活動的能力感、主動參與學習的自主性、以及與環境建立安全連結的連繫性，幫助孩子在學校的表現。

根據逐步迴歸分析，本研究也發現，不論是預測孩子的期末成績是由老師所評定的五育表現，父母認為學習對孩子的重要性、父母對孩子表現的正向知覺、以及孩子所擁有的能力感相對上是較重要的父母教養信念與方式與孩子內在動機資源變項。因此對於七年級孩子的學習，父母較有效介入方式，並非直接的課業教導或監督、安排課後補習或才藝訓練、或對孩子不時的耳提面命，而是秉持重視學習的態度，正向樂觀地看待孩子的表現，這種態度上的潛移默化，孩子就容易建立正向的自我概念或能力感，進而表現得好。

除了上述結果，本研究也提出實務、以及未來研究上的建議，期望能作為家庭與親職教育領域的參考。
This research is to examine a process model of relations among parental beliefs/practices、child inner resources and child achievement、namely、to validate the proposed 『Model of Influences on Parental Beliefs/Practices and Child achievement』. The parental beliefs/practices are composed of four observed variables: parents』 valuing learning、positive perception、involvement and self-efficacy. The child inner resources includes three observed variables: perceived competence、autonomy and relatedness. The child achievement comprises two observed variables: grade point average (GPA) and school performance.

Participants were children in 15 classes of Grade 7 and their parents. Three self-report questionnaires、including 『Parental Beliefs/Practices Questionnaire』,』Teacher Ratings Questionnaire』 and 『Beliefs about Self Scale』 (Institute for Research and Reform in Education、Inc.、1998)、were utilized to measure the observed variables of parental beliefs/practices、child inner resources and child achievement respectively. The former two instruments、designed by the researcher、were established by a process of item selection and testing of reliability and validity based on the data of 110 participants in a pilot study. The factor structure and validity of these two instruments were further validated by 512 participants. The latter one was translated from the Belief about Self Scale (IRRE、1998) of Research Assessment Package for Schools developed by Institute for Research and Reform in Education、Inc.

The test result of SEM suggested that the proposed 『Model of Influences on Parental Beliefs/Practices and Child Achievement』 fit the collected data well. That means、besides enhancing children’s achievement directly、all of the four parental beliefs/practices are able to generate a supportive environment to influence the children’s achievement、mediated by child inner resources.

By the results of stepwise regression、we found that parents』 valuing learning、parental positive perception and perceived competence are important variables in predicting either GPA or school performance. This finding implied、to children in 7th grade、the effective ways in helping children may not be guiding or monitoring their learning activities、arranging additional training or providing advice、but to emphasize learning and appreciate children’s performance positively. This kind of attitude will enhance children’s positive self-concept or perceived competence so as to improve their performance in school.

Besides above results、we raised several advices for parents and school for the sake of parental practices and education. Suggestions were also made for further research.
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描述 碩士
國立政治大學
教育研究所
93152036
95
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0093152036
資料類型 thesis
dc.contributor.advisor 邱美秀zh_TW
dc.contributor.author (作者) 梅淑鶯zh_TW
dc.contributor.author (作者) May,Irisen_US
dc.creator (作者) 梅淑鶯zh_TW
dc.creator (作者) May,Irisen_US
dc.date (日期) 2006en_US
dc.date.accessioned 17-九月-2009 15:01:44 (UTC+8)-
dc.date.available 17-九月-2009 15:01:44 (UTC+8)-
dc.date.issued (上傳時間) 17-九月-2009 15:01:44 (UTC+8)-
dc.identifier (其他 識別碼) G0093152036en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/32986-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育研究所zh_TW
dc.description (描述) 93152036zh_TW
dc.description (描述) 95zh_TW
dc.description.abstract (摘要) 本研究主要的目的在探討父母教養信念與方式、孩子內在動機資源、以及孩子成就之間的關係，即本研究所假設之「父母教養信念與方式影響孩子成就模式」是否成立。其中父母教養信念與方式是以父母重視學習、父母正向知覺、父母投入、以及父母自我效能為測量變項；孩子內在動機資源是以能力感、自主性、以及連繫性為測量變項；孩子成就是以期末成績、以及老師所評定之五育表現為測量變項。

本研究以雲林縣及台中市共15班的七年級孩子與他們的父母為研究對象。測量工具有三種分別為，測量父母教養信念與方式之「父母教養信念與方式問卷」，測量五育表現的「老師評比問卷」，以及測量孩子內在動機資源的「自我信念領域量表－中文版」。前兩個測量工具為研究者自編，以110份預試問卷，進行選題，建立信、效度，並以正式施測的521個研究樣本考驗問卷之有效性。後者則是譯自學校衡鑑研究工具(Institute for Research and Reform in Education、Inc.、IRRE、1998)的「自我信念領域量表(Beliefs about Self Scale)」。

結構方程模式考驗的結果顯示，「父母教養信念與方式影響孩子成就模式」與觀察資料達到良好適配，表示父母對孩子學習的正向觀感、父母本身認為學習對孩子的重要性、父母參與孩子學習活動的頻率、以及父母認為自己擁有幫助孩子發展的自我效能這四項父母教養信念與方式，能構築成支援性後天環境，除了直接影響孩子成就外，也會經由孩子產生掌握學習活動的能力感、主動參與學習的自主性、以及與環境建立安全連結的連繫性，幫助孩子在學校的表現。

根據逐步迴歸分析，本研究也發現，不論是預測孩子的期末成績是由老師所評定的五育表現，父母認為學習對孩子的重要性、父母對孩子表現的正向知覺、以及孩子所擁有的能力感相對上是較重要的父母教養信念與方式與孩子內在動機資源變項。因此對於七年級孩子的學習，父母較有效介入方式，並非直接的課業教導或監督、安排課後補習或才藝訓練、或對孩子不時的耳提面命，而是秉持重視學習的態度，正向樂觀地看待孩子的表現，這種態度上的潛移默化，孩子就容易建立正向的自我概念或能力感，進而表現得好。

除了上述結果，本研究也提出實務、以及未來研究上的建議，期望能作為家庭與親職教育領域的參考。		zh_TW
dc.description.abstract (摘要) This research is to examine a process model of relations among parental beliefs/practices、child inner resources and child achievement、namely、to validate the proposed 『Model of Influences on Parental Beliefs/Practices and Child achievement』. The parental beliefs/practices are composed of four observed variables: parents』 valuing learning、positive perception、involvement and self-efficacy. The child inner resources includes three observed variables: perceived competence、autonomy and relatedness. The child achievement comprises two observed variables: grade point average (GPA) and school performance.

Participants were children in 15 classes of Grade 7 and their parents. Three self-report questionnaires、including 『Parental Beliefs/Practices Questionnaire』,』Teacher Ratings Questionnaire』 and 『Beliefs about Self Scale』 (Institute for Research and Reform in Education、Inc.、1998)、were utilized to measure the observed variables of parental beliefs/practices、child inner resources and child achievement respectively. The former two instruments、designed by the researcher、were established by a process of item selection and testing of reliability and validity based on the data of 110 participants in a pilot study. The factor structure and validity of these two instruments were further validated by 512 participants. The latter one was translated from the Belief about Self Scale (IRRE、1998) of Research Assessment Package for Schools developed by Institute for Research and Reform in Education、Inc.

The test result of SEM suggested that the proposed 『Model of Influences on Parental Beliefs/Practices and Child Achievement』 fit the collected data well. That means、besides enhancing children’s achievement directly、all of the four parental beliefs/practices are able to generate a supportive environment to influence the children’s achievement、mediated by child inner resources.

By the results of stepwise regression、we found that parents』 valuing learning、parental positive perception and perceived competence are important variables in predicting either GPA or school performance. This finding implied、to children in 7th grade、the effective ways in helping children may not be guiding or monitoring their learning activities、arranging additional training or providing advice、but to emphasize learning and appreciate children’s performance positively. This kind of attitude will enhance children’s positive self-concept or perceived competence so as to improve their performance in school.

Besides above results、we raised several advices for parents and school for the sake of parental practices and education. Suggestions were also made for further research.		en_US
dc.description.tableofcontents 第一章 緒論 8
第一節 研究動機……………………………………… 8
第二節 重要名詞解釋………………………………… 11
第三節 研究目的……………………………………… 13
第四節 研究假設……………………………………… 14
第五節 研究範圍與限制……………………………… 15
第二章 文獻探討 16
第一節 父母教養信念與方式影響孩子成就之機制… 16
第二節 孩子世代的選擇……………………………… 24
第三節 孩子成就……………………………………… 25
第四節 父母教養信念與方式：父母重視學習、父母正向知覺、
父母投入與父母自我效能…………………… 28
第五節 孩子內在動機資源：能力感、自主性、連繫性 41
第三章 研究方法 48
第一節 研究架構………………………………………… 48
第二節 研究對像………………………………………… 49
第三節 研究工具………………………………………… 50
第四節 資料分析………………………………………… 55
第四章 父母教養信念與方式問卷、以及老師評比問卷 56
第一節 問卷簡介………………………………………… 56
第二節 父母教養信念與方式問卷－預試與驗證……… 58
第三節 老師評比問卷－預試與驗證………………… 67
第五章 研究結果 70
第一節 父母教養信念與方式變項、孩子內在動機資源變項與孩子
成就變項之分佈情形………………………… 70
第二節 父母教養信念與方式變項、孩子內在動機資源變項與孩子
成就變項之相關情形………………………… 75
第三節 父母教養信念與方式變項、孩子內在動機資源變項對孩子
成就變項的預測情形………………………… 81
第四節 父母教養信念與方式影響孩子成就模式……… 85
第六章 研究結論與建議 96
第一節 研究結論………………………………………… 96
第二節 研究建議………………………………………… 101
參考文獻 105
附錄 112
附錄一 父母教養信念與方式問卷…………………… 112
附錄二 自我信念領域量表－中學版………………… 115
附錄三 老師評比問卷………………………………… 118
附錄四 自我信念領域量表－中文版中英文題目對照 119
附錄五 自我信念領域量表－中文版計分方式……… 122
附錄六 RAPS自我信念領域量表信效度建立之樣本資料
表…………………………………………… 124
附錄七 RAPS自我信念領域量表信度資料…………… 125
附錄八 RAPS自我信念領域量表效度資料…………… 126
附錄九 父母教養信念與方式影響孩子成就模式語法檔 128		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0093152036en_US
dc.subject (關鍵詞) 父母重視學習zh_TW
dc.subject (關鍵詞) 父母正向知覺zh_TW
dc.subject (關鍵詞) 父母投入zh_TW
dc.subject (關鍵詞) 父母自我效能zh_TW
dc.subject (關鍵詞) 能力感zh_TW
dc.subject (關鍵詞) 自主性zh_TW
dc.subject (關鍵詞) parents` valuing learningen_US
dc.subject (關鍵詞) parental positive perceptionen_US
dc.subject (關鍵詞) parental involvementen_US
dc.subject (關鍵詞) parental self-efficacyen_US
dc.subject (關鍵詞) perceived competenceen_US
dc.subject (關鍵詞) perceived autonomyen_US
dc.title (題名) 父母教養信念與方式經由孩子內在動機資源對孩子成就影響之研究zh_TW
dc.type (資料類型) thesisen
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