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|Other Titles: ||The Relationship among Junior High School Students’ Parenting Styles, Emotional Intelligencand Self-Regulated Learninge|
parenting styles;emotional intelligence;self-regulated learning
|Issue Date: ||2010-12-03
|Abstract: ||摘 要|
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
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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