隔代教養單親學童的堅毅力、社會支持與其學習適應之相關研究

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題名:	隔代教養單親學童的堅毅力、社會支持與其學習適應之相關研究
作者:	吳嫦娥
貢獻者:	青少年兒童福利研究所碩士在職專班
關鍵詞:	隔代教養 grandparenting 單親學童 students of single-families 堅毅力 resilience 社會支持 social support 學習適應 learning adjustment
日期:	2009
上傳時間:	2010-09-07 13:36:35 (UTC+8)
摘要:	本研究旨在瞭解隔代教養單親學童的堅毅力、社會支持與學習適應之間的關係，研究對象為台北縣公立國民小學立案安親班、立案補習班及文教機構之國小中、高年級隔代教養單親學童，採用問卷調查法進行資料蒐集，共得有效樣本277份。經過資料統計分析後，得到以下幾點研究發現：一、不同年級及家庭型態會影響隔代教養單親學童的堅毅力表現。中年級學童在「家庭保護」、「個人保護」、「堅毅力整體」，優於高年級學童；單親母親之家庭，其學童「家庭保護」、「個人保護」、「堅毅力整體」高於隔代家庭之學童。二、不同性別、家庭型態及母親教育程度會影響隔代教養單親學童的社會支持表現。女性學童在「同儕社會支持」上高於男性學童；單親父親或母親之家庭，其學童「父母社會支持」、「同儕社會支持」、「社會支持整體」高於隔代家庭之學童；母親教育程度高中以上，學童之「父母社會支持」高於教育程度國中畢業。三、不同性別、年級、家庭型態、父親教育程度、母親教育程度、父親職業及母親職業會影響隔代教養單親學童的學習適應表現。女性學童在「學習方法」、「師生關係」、「學習適應整體」上高於男性學童；中年級在「學習方法」、「師生關係」、「學習動機」、「學習適應整體」上優於高年級；單親母親家庭，其學童「學習方法」、「身心適應」高於隔代家庭之學童，「學習習慣」高於單親父親家庭之學童；父親教育程度為碩博士（含）以上之學童，其「學習動機」高於父親教育程度大學（含）以下之學童；母親教育程度為碩博士（含）以上之學童，其「身心適應」高於母親教育程度大學（含）以下之學童；父親職業類別為其他者，其「學習動機」高於父親職業第二、三、四、五類別之學童；母親職業類別為第四類者，其「學習習慣」高於母親職業第一類別以及其他之學童。四、隔代教養單親學童的堅毅力越高，則其學習適應越好。堅毅力的「家庭保護」、「外在保護」、「個人保護」愈高，與學習適應的「學習方法」、「學習習慣」、「師生關係」、「學習動機」、「身心適應」相對就愈高。五、隔代教養單親學童社會支持越高，則其學習適應越好。社會支持的「父母社會支持」、「同儕社會支持」、「老師社會支持」愈高，與學習適應的「學習方法」、「學習習慣」、「師生關係」、「學習動機」、「身心適應」相對就愈高。六、隔代教養單親學童的堅毅力、社會支持與其學習適應互為正相關。堅毅力各層面與社會支持各層面呈正相關；堅毅力各層面與學習適應各層面呈正相關；社會支持各層面與學習適應各層面呈正相關。七、就學習適應的預測方面而言，個人基本資料、堅毅力與社會支持分層面的預測變項對學習適應具有預測功能。「男生」、「單親爸爸家庭」對學習適應的影響是負向的；堅毅力、社會支持對學習適應的影響是正向的。 This research is about the relationship between grandparenting single family children’s “resilience”, “social support”, and “learning adjustment”. The objects of the research are the children from grandparenting single family. They study in public primary school legally registered daycare, legally registered cram school, from the third to the sixth grade in Taipei County. After collecting 277 samples and analysis the data, the following points are found: 1. Different grades and family types would effect grandparenting single parent family children’s performance on resilience. Student in the third and the fourth grade tend to present better than students around the fifth and the sixth grade in “family protection”, “self protection”, and “resilience”. For single mother family, the children present better than grandparenting single family children in “family protection”, “self protection”, and “resilience”. 2. Different gender, family types and mother’s education degree would effect single parent and grandparent rearing family children’s performance in social support. Girl students present better in “social peer support” than boy students. Children in single parent family tend to present better in “social family support”, “peer social support”, and “social support” than grandparenting family children. If the mother’s education degree higher than high school, children “parent social support” would be better than the mother whose education degree is junior high school. 3. Different gender, grade, family type, parent’s education degree and career would effect single parent and grandparent rearing family children’s performance in learning adjustment.Girl students present better than boy students in “learning method”, “relationship with teachers”, and “learning adjustment”. Students in the third and the fourth grade present better than students around the fifth and the sixth grade students in “learning method”, “relationship with teachers”, “learning motivation”, and “learning adjustment”. Children from single mother family present better than children from grandparent rearing family in “learning method”, and “mind and body adjustment”. Moreover, they also present better than children from single family in their learning habit. If the father’s education degree is above master or doctor degree, their children would present better than children whose father’s education degree is below bachelor degree. If the mother’s education degree is above master or doctor degree, their children would present better than children whose mother’s education degree is below bachelor degree. Children whose father’s career is “else” present better than children whose father’s career is in second, third, forth, and fifth category in “learning motivation”. Children whose mother’s career is in forth category present better than children whose mother’s career is in first category in “learning habit”. 4. The resilience of grandparenting single family’s children is in direct ratio to their learning adjustment Resilience of “family protection”, “external protection”, and “personal protection” are in direct ration to “learning method”, “learning habit”, “relationship between teacher and student”, “learning motivation”, and “mind and body adjustment”. 5. The more support grandparenting family’s children have, the better they present in learning adjustment. The higher social supports of “parent social support”, “peer social support”, “teacher social support” children have, the higher learning adjustment of “learning method”, “learning habit”, “relationship between teacher and student”, “learning motivation”, and “mind and body adjustment” they will get. 6. Grandparenting single family children’s resilience and social support are in direct ratio to their learning adjustment. Also, their social support is in direct ratio to their learning adjustment. Resilience is in direct ratio to social support and learning adjustment; social support is in direct ratio to learning adjustment. 7. In according to the forecast of learning adjustment, personal information, resilience, and social support can forecast how the children’s learning adjustment is. “Boys”, and “single father family” has negative effect to learning adjustment; “resilience”, and “social support” has positive effect to learning adjustment.
顯示於類別:	[社會福利學系暨社會福利學系碩士班] 博碩士論文

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