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題名 母親教導對孩子選擇衝突解決的影響
作者 王琳
Wang, Lin
貢獻者 林美珍<br>陳皎眉
Mei-Jen Lin<br>Jiao-Mei Chen
王琳
Wang, Lin
關鍵詞 衝突解決策略
母親教導方式
教導內容
社會行為發展
兒童社會知覺
conflict-solving strategies
parenting
reasoning
psychosocial development
日期 1998
上傳時間 22-Apr-2016 13:24:43 (UTC+8)
摘要 在人際互動中，衝突幾乎是不可避免，常常發生的事，而衝突解決的策略是要經過學習才能得到。由於在孩子社會行為學習的過程中，母親扮演著重要的角色，因此本研究著重於了解母親教導的衝突解決策略及所使用的內容，是如何透過孩子的知覺而對其選擇衝突解決策略有所影響。在分別對三年級及六年級的孩子及其家長施測後，分析的結果顯示出：不同年級的孩子所選用的衝突解決策略有所不同。其不同在於三年級的孩子較六年級的孩子常使用行動權力及分離退讓的策略，較少使用語言權力的策略。母親在教導協商輪流､行動權力､語言權力時，對二個年級孩子的教導沒有任何的差異。只有在教導分離退讓及尋求幫助的策略時，較多的母親會教導三年級的孩子使用這二種策略。母親教導的策略對孩子選擇衝突解決策略的影響有二：(1)孩子正確的知覺到母親教導過的策略，形成一個與教導策略相對應的『母親希望我在衝突時使用此策略』的信念，而會選擇相對應的衝突解決策略。(2)孩子會主動的解釋母親教導的策略。母親教導策略時，所使用的內容對孩子的知覺有所影響，其影響在於當母親以對方心理感受為內容教導孩子尋求幫助的策略時，孩子較能正確的知覺到母親的教導。當母親以雙方關係為內容教導不同年級孩子相同的策略時，不同年級的孩子會知覺到不同的策略。
Child conflicted with peers frequently. The relationships between children will be worse if one didn`t have proper ways to resolve the conflict. Since the proper strategies were learned, it will be very interested to know how mothers` teaching influenced it. There were two purposes of this research. (1) To find out if the strategies that mother taught will influence children to select their strategies when they conflicted with their peers. The strategies , which this research focus on were: compromise, physical assertive, verbal assertive, withdraw and seeking for help. (2) To find out the effect of different inducing reasoning mother gave while teaching the strategies. The inducing reasoning were the outcomes of the strategies, which included concern about others` feeling, concern about the ongoing relationships and the teacher reaction orientation. 326 boys and 306 girls of third and sixth graders and their mothers participated. The results showed that different graders selected different strategies. Compare to sixth graders, there were more third graders selecting physical assertive and withdrawal strategies, while less third graders selecting verbal assertive strategies. The different choice made by two graders was not caused by the strategy mother taught differently. Mother taught all the children with the same strategies. However, the strategies mother taught impacted to children in two ways. (1) Children perceived the strategies what mother taught them, and formed a correspond belief. (2) Children will reconstruct all the strategies what mother taught and formed a new belief. No matter how the belief was formed, children will select a strategy according to the belief. Besides, the reason mother gave while teaching determined if children could perceive the strategies correctly. When mother gave the reasons of considering other`s feeling, while teaching seeking help strategy, more children will perceive the strategy correctly. When mother gave the reasons of considering the relationships, while teaching children did not seek help in conflict, different grade students will perceive the strategies differently.
在人際互動中，衝突幾乎是不可避免，常常發生的事，而衝突解決的策略是要經過學習才能得到。由於在孩子社會行為學習的過程中，母親扮演著重要的角色，因此本研究著重於了解母親教導的衝突解決策略及所使用的內容，是如何透過孩子的知覺而對其選擇衝突解決策略有所影響。在分別對三年級及六年級的孩子及其家長施測後，分析的結果顯示出：不同年級的孩子所選用的衝突解決策略有所不同。其不同在於三年級的孩子較六年級的孩子常使用行動權力及分離退讓的策略，較少使用語言權力的策略。母親在教導協商輪流､行動權力､語言權力時，對二個年級孩子的教導沒有任何的差異。只有在教導分離退讓及尋求幫助的策略時，較多的母親會教導三年級的孩子使用這二種策略。母親教導的策略對孩子選擇衝突解決策略的影響有二：(1)孩子正確的知覺到母親教導過的策略，形成一個與教導策略相對應的『母親希望我在衝突時使用此策略』的信念，而會選擇相對應的衝突解決策略。(2)孩子會主動的解釋母親教導的策略。母親教導策略時，所使用的內容對孩子的知覺有所影響，其影響在於當母親以對方心理感受為內容教導孩子尋求幫助的策略時，孩子較能正確的知覺到母親的教導。當母親以雙方關係為內容教導不同年級孩子相同的策略時，不同年級的孩子會知覺到不同的策略。
     
     目 錄
     第一章 緒論 1
     第一節 動機與目的 1
     第二節 名詞詮釋 6
     第二章 文獻探討 9
     第一節 衝突 9
     第二節 母親教導對孩子社會行為的影響 19
     第三節 研究架構 41
     第四節 研究假設 43
     第三章 研究方法 45
     第一節 研究對象 45
     第二節 研究工具 46
     第三節 施測程序 60
     第四章 研究結果 61
     第一節 母親教導孩子衝突解決的策略 62
     第二節 孩子對母親教導的認知 76
     第三節 孩子衝突解決策略 98
     第四節 總結 108
     第五章 討論 121
     第一節 孩子衝突解決策略的選擇及其發展趨勢 121
     第二節 母親教導對孩子選擇衝突解決策略的影響 125
     第三節 檢討及建議 152
     參考文獻 157
     附錄
     附錄3-1 量表形式的確定 165
     附錄3-2 孩子衝突解決量表 169
     附錄3-3 母親在開放性問卷中反應的衝突解決策略 179
     附錄3-4 母親對結構性問卷反應的衝突解決策略 185
     附錄3-5 母親教導衝突解決量 189
     附錄3-6 量表之再測信度 199
     附錄4-1 交互作用事後考驗 205
     表-附-4-1 影響孩子知覺到母親教導尋求幫助策略
     的迴歸分析 205
     附錄4-2 相關的交叉次數分配表 207
     表-附-4-2-1 孩子在衝突中選擇的策略與孩子認為母
     親希望他使用策略間的次數分配 207
     表-附-4-2-2 孩子在衝突中所選擇的策略與母親希望
     他使用策略間的次數分配 207
     表-附-4-2-3 母親希望孩子使用的策略與孩子認為母
     親希望他使用策略間的次數分配 207
     圖 表 目 錄
     表4-1 母親教導孩子要使用五種策略的考驗 63
     表4-2 母親教導孩子不要使用五種策略的百分比及考驗 65
     表4-3 母親教導孩子要使用五種策略時所告知的內容 67
     表4-4 母親教導孩子不要使用五種策略時所告知的內容 71
     表4-5 孩子知覺到母親所教導五種解決策略的百分比及卡方考驗 77
     表4-6 孩子知覺到母親教導不要使用五種策略的百分比及卡方考驗 78
     表4-7 孩子知覺到母親教導要使用策略的迴歸分析 82
     表4-8 孩子知覺到母親教導不要使用策略的迴歸分析 85
     表4-9 孩子知覺到母親教導策略的重要預測變項 88
     表4-10 孩子知覺到母親希望他選擇解決策略的百分比 89
     表4-11 影響孩子知覺到母親希望他使用解決策略的預測變項 91
     表4-12 孩子認為母親希望他使用策略的重要預測變 97
     表4-13 孩子在衝突中使用五種策略的百分比及卡方考驗 98
     表4-14 孩子衝突時選擇解決策略分配 100
     表4-15 孩子在突時選擇策略的回歸分析 104
     表4-16 影響孩子使用衝突解決策略的總表 107
     圖3-1 研究架構圖 42
     圖4-1 協商輪流策略之圖示 109
     圖4-2 語言權力策略之圖示 111
     圖4-3 行動權力策略之圖示 112
     圖4-4 分離退讓策略之圖示 114
     圖4-5 尋求幫助策略之圖示 116
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描述 博士
國立政治大學
心理學系
81156502
資料來源 http://thesis.lib.nccu.edu.tw/record/#B2002001305
資料類型 thesis
dc.contributor.advisor 林美珍<br>陳皎眉zh_TW
dc.contributor.advisor Mei-Jen Lin<br>Jiao-Mei Chenen_US
dc.contributor.author (Authors) 王琳zh_TW
dc.contributor.author (Authors) Wang, Linen_US
dc.creator (作者) 王琳zh_TW
dc.creator (作者) Wang, Linen_US
dc.date (日期) 1998en_US
dc.date.accessioned 22-Apr-2016 13:24:43 (UTC+8)-
dc.date.available 22-Apr-2016 13:24:43 (UTC+8)-
dc.date.issued (上傳時間) 22-Apr-2016 13:24:43 (UTC+8)-
dc.identifier (Other Identifiers) B2002001305en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/85994-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 心理學系zh_TW
dc.description (描述) 81156502zh_TW
dc.description.abstract (摘要) 在人際互動中，衝突幾乎是不可避免，常常發生的事，而衝突解決的策略是要經過學習才能得到。由於在孩子社會行為學習的過程中，母親扮演著重要的角色，因此本研究著重於了解母親教導的衝突解決策略及所使用的內容，是如何透過孩子的知覺而對其選擇衝突解決策略有所影響。在分別對三年級及六年級的孩子及其家長施測後，分析的結果顯示出：不同年級的孩子所選用的衝突解決策略有所不同。其不同在於三年級的孩子較六年級的孩子常使用行動權力及分離退讓的策略，較少使用語言權力的策略。母親在教導協商輪流､行動權力､語言權力時，對二個年級孩子的教導沒有任何的差異。只有在教導分離退讓及尋求幫助的策略時，較多的母親會教導三年級的孩子使用這二種策略。母親教導的策略對孩子選擇衝突解決策略的影響有二：(1)孩子正確的知覺到母親教導過的策略，形成一個與教導策略相對應的『母親希望我在衝突時使用此策略』的信念，而會選擇相對應的衝突解決策略。(2)孩子會主動的解釋母親教導的策略。母親教導策略時，所使用的內容對孩子的知覺有所影響，其影響在於當母親以對方心理感受為內容教導孩子尋求幫助的策略時，孩子較能正確的知覺到母親的教導。當母親以雙方關係為內容教導不同年級孩子相同的策略時，不同年級的孩子會知覺到不同的策略。zh_TW
dc.description.abstract (摘要) Child conflicted with peers frequently. The relationships between children will be worse if one didn`t have proper ways to resolve the conflict. Since the proper strategies were learned, it will be very interested to know how mothers` teaching influenced it. There were two purposes of this research. (1) To find out if the strategies that mother taught will influence children to select their strategies when they conflicted with their peers. The strategies , which this research focus on were: compromise, physical assertive, verbal assertive, withdraw and seeking for help. (2) To find out the effect of different inducing reasoning mother gave while teaching the strategies. The inducing reasoning were the outcomes of the strategies, which included concern about others` feeling, concern about the ongoing relationships and the teacher reaction orientation. 326 boys and 306 girls of third and sixth graders and their mothers participated. The results showed that different graders selected different strategies. Compare to sixth graders, there were more third graders selecting physical assertive and withdrawal strategies, while less third graders selecting verbal assertive strategies. The different choice made by two graders was not caused by the strategy mother taught differently. Mother taught all the children with the same strategies. However, the strategies mother taught impacted to children in two ways. (1) Children perceived the strategies what mother taught them, and formed a correspond belief. (2) Children will reconstruct all the strategies what mother taught and formed a new belief. No matter how the belief was formed, children will select a strategy according to the belief. Besides, the reason mother gave while teaching determined if children could perceive the strategies correctly. When mother gave the reasons of considering other`s feeling, while teaching seeking help strategy, more children will perceive the strategy correctly. When mother gave the reasons of considering the relationships, while teaching children did not seek help in conflict, different grade students will perceive the strategies differently.en_US
dc.description.abstract (摘要) 在人際互動中，衝突幾乎是不可避免，常常發生的事，而衝突解決的策略是要經過學習才能得到。由於在孩子社會行為學習的過程中，母親扮演著重要的角色，因此本研究著重於了解母親教導的衝突解決策略及所使用的內容，是如何透過孩子的知覺而對其選擇衝突解決策略有所影響。在分別對三年級及六年級的孩子及其家長施測後，分析的結果顯示出：不同年級的孩子所選用的衝突解決策略有所不同。其不同在於三年級的孩子較六年級的孩子常使用行動權力及分離退讓的策略，較少使用語言權力的策略。母親在教導協商輪流､行動權力､語言權力時，對二個年級孩子的教導沒有任何的差異。只有在教導分離退讓及尋求幫助的策略時，較多的母親會教導三年級的孩子使用這二種策略。母親教導的策略對孩子選擇衝突解決策略的影響有二：(1)孩子正確的知覺到母親教導過的策略，形成一個與教導策略相對應的『母親希望我在衝突時使用此策略』的信念，而會選擇相對應的衝突解決策略。(2)孩子會主動的解釋母親教導的策略。母親教導策略時，所使用的內容對孩子的知覺有所影響，其影響在於當母親以對方心理感受為內容教導孩子尋求幫助的策略時，孩子較能正確的知覺到母親的教導。當母親以雙方關係為內容教導不同年級孩子相同的策略時，不同年級的孩子會知覺到不同的策略。
     
     目 錄
     第一章 緒論 1
     第一節 動機與目的 1
     第二節 名詞詮釋 6
     第二章 文獻探討 9
     第一節 衝突 9
     第二節 母親教導對孩子社會行為的影響 19
     第三節 研究架構 41
     第四節 研究假設 43
     第三章 研究方法 45
     第一節 研究對象 45
     第二節 研究工具 46
     第三節 施測程序 60
     第四章 研究結果 61
     第一節 母親教導孩子衝突解決的策略 62
     第二節 孩子對母親教導的認知 76
     第三節 孩子衝突解決策略 98
     第四節 總結 108
     第五章 討論 121
     第一節 孩子衝突解決策略的選擇及其發展趨勢 121
     第二節 母親教導對孩子選擇衝突解決策略的影響 125
     第三節 檢討及建議 152
     參考文獻 157
     附錄
     附錄3-1 量表形式的確定 165
     附錄3-2 孩子衝突解決量表 169
     附錄3-3 母親在開放性問卷中反應的衝突解決策略 179
     附錄3-4 母親對結構性問卷反應的衝突解決策略 185
     附錄3-5 母親教導衝突解決量 189
     附錄3-6 量表之再測信度 199
     附錄4-1 交互作用事後考驗 205
     表-附-4-1 影響孩子知覺到母親教導尋求幫助策略
     的迴歸分析 205
     附錄4-2 相關的交叉次數分配表 207
     表-附-4-2-1 孩子在衝突中選擇的策略與孩子認為母
     親希望他使用策略間的次數分配 207
     表-附-4-2-2 孩子在衝突中所選擇的策略與母親希望
     他使用策略間的次數分配 207
     表-附-4-2-3 母親希望孩子使用的策略與孩子認為母
     親希望他使用策略間的次數分配 207
     圖 表 目 錄
     表4-1 母親教導孩子要使用五種策略的考驗 63
     表4-2 母親教導孩子不要使用五種策略的百分比及考驗 65
     表4-3 母親教導孩子要使用五種策略時所告知的內容 67
     表4-4 母親教導孩子不要使用五種策略時所告知的內容 71
     表4-5 孩子知覺到母親所教導五種解決策略的百分比及卡方考驗 77
     表4-6 孩子知覺到母親教導不要使用五種策略的百分比及卡方考驗 78
     表4-7 孩子知覺到母親教導要使用策略的迴歸分析 82
     表4-8 孩子知覺到母親教導不要使用策略的迴歸分析 85
     表4-9 孩子知覺到母親教導策略的重要預測變項 88
     表4-10 孩子知覺到母親希望他選擇解決策略的百分比 89
     表4-11 影響孩子知覺到母親希望他使用解決策略的預測變項 91
     表4-12 孩子認為母親希望他使用策略的重要預測變 97
     表4-13 孩子在衝突中使用五種策略的百分比及卡方考驗 98
     表4-14 孩子衝突時選擇解決策略分配 100
     表4-15 孩子在突時選擇策略的回歸分析 104
     表4-16 影響孩子使用衝突解決策略的總表 107
     圖3-1 研究架構圖 42
     圖4-1 協商輪流策略之圖示 109
     圖4-2 語言權力策略之圖示 111
     圖4-3 行動權力策略之圖示 112
     圖4-4 分離退讓策略之圖示 114
     圖4-5 尋求幫助策略之圖示 116		-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#B2002001305en_US
dc.subject (關鍵詞) 衝突解決策略zh_TW
dc.subject (關鍵詞) 母親教導方式zh_TW
dc.subject (關鍵詞) 教導內容zh_TW
dc.subject (關鍵詞) 社會行為發展zh_TW
dc.subject (關鍵詞) 兒童社會知覺zh_TW
dc.subject (關鍵詞) conflict-solving strategiesen_US
dc.subject (關鍵詞) parentingen_US
dc.subject (關鍵詞) reasoningen_US
dc.subject (關鍵詞) psychosocial developmenten_US
dc.title (題名) 母親教導對孩子選擇衝突解決的影響zh_TW
dc.type (資料類型) thesisen_US
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