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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6799

Title: 國中學生父母教養方式、情緒智力與自我調節學習之相關研究
Other Titles: The Relationship among Junior High School Students’ Parenting Styles, Emotional Intelligencand Self-Regulated Learninge
Authors: 彭清宏
Contributors: 王智弘
Chih-Hung Wang
彭清宏
Ching-Horng Peng
Keywords: 父母教養方式;情緒智力;自我調節學習
parenting styles;emotional intelligence;self-regulated learning
Date: 2009
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 摘 要
本研究旨在了解國中學生父母教養方式、情緒智力與自我調節學習之
現況;比較不同背景變項(性別、年級、父母親社經地位)的國中學生父母教養方式之差異情形;瞭解國中學生不同背景變項(性別、年級、父母親社經地位)對於情緒智力與自我調節學習之差異情形;最後再探討國中學生父母教養方式與情緒智力對自我調節學習的預測作用。本研究採用問卷調查法,以臺灣北部地區桃竹苗四縣巿(桃園縣、新竹縣、新竹巿、苗栗縣)公立國中13所學校1140名學生作為研究對象。以「父母教養方式量表」、「情緒智力量表」以及「自我調節學習量表」作為研究工具,以描述統計、卡方檢定、單變項變異數分析、逐步多元迴歸分析等統計方法分析資料。
本研究之主要發現如下:
一、國中學生之父母教養方式、情緒智力及自我調節學習現況均屬於中上
程度。
二、國中學生之父母教養方式以開明權威與專制獨裁為主。
三、不同性別之國中學生在父母教養方式沒有顯著差異。
四、不同年級之國中學生在父母教養方式有顯著差異。
五、不同社經地位家庭之國中學生在父母教養方式有顯著差異。
六、不同性別之國中學生對於情緒智力與自我調節學習之間有顯著差異。
七、不同年級之國中學生對於情緒智力與自我調節學習之間有顯著差異。
八、不同社經地位家庭之國中學生對於情緒智力與自我調節學習之間有顯
著差異。
九、不同父母教養方式之國中學生與情緒智力對於自我調節學習具有預測
力。
本研究最後根據研究結果提出各項建議,以供家長、學校和教育工作人員及未來研究之參考。
Abstract

The main purpose of this study was to investigate the relationship among parenting styles, emotional intelligence , and self-regulated learning of public junior high school students.This study used questionnaire survey to collect data. There were 1140 students randomly selected from 13 public junior high schools in northern Taiwan. They were asked to complete a four-part questionnaire which was consisted of four parts : student’s essential data, parenting styles, emotional intelligence and self-regulated learning. The statistical methods used to analyze the data were descriptive statistics, Chi-square test,One-way ANOVA, and stepwise multiple regression analysis.
The results of this study were summarized as follows:
1.The junior high school students’ parenting styles, emotional intelligence and self-regulated learning were at the intermediate level or higher.
2.The major parenting styles of the junior high students’ parents were authoritative and authoritarian.
3.Parenting styles were not significantly different owing to junior high school students’ genders.
4.Parenting styles were significantly different owing to junior high school students’ different grades.
5.Parenting styles were significantly different owing to junior high school students’ families’ socioeconomic status.
6.Junior high school students’ emotional intelligence and self-regulated learning were significantly different owing to their genders.
7. Junior high school students’ emotional intelligence and self-regulated learning were significantly different owing to their grades.
8. Junior high school students’ emotional intelligence and self-regulated
learning were significantly different owing to families’ socioeconomic
status.
9. Junior high school students of different parenting styles and emotional intelligence were predictive on self-regulated learning.

Finally, based on the results of this study, there were some suggestions for parents, schools and educators, and future research.
Appears in Collections:[教育研究所] 博碩士論文

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