| 摘要: | 父母為每個子女家庭教育的核心，所以父母與孩子間的互動、教養方式等，皆會影響子女之成就動機。而一個家庭的親子關係良好，父母對子女的行為有適當的要求，賞罰分明，對子女的教育給予關心和鼓勵亦能增加子女的成就動機。此外，父親在女兒對成就、能力和抱負的理解上，扮演著關鍵的角色。因此，本研究欲透過大學院校女學生的父女互動與成就動機之相關性探討，來更深入瞭解目前大學院校女學生在此方面的發展情形為何。
本研究採「問卷調查法」，並以台北市大學院校女學生為研究對象，採用便利取樣的方式進行，得有效樣本為558份。研究工具包括：「個人背景因素調查表」、「父女互動量表」及「成就動機量表」等三項。所得資料以次數分配、百分比、平均數、標準差、獨立樣本t檢定、單因子變異數分析、雪費事後檢定法、皮爾森積差相關及多元迴歸分析法進行分析。本研究結果如下：
一、大學院校女學生之父女互動傾向於良好，且「心理互動」層面得分最高。
二、大學院校女學生之成就動機為中高程度，且「個我取向」層面得分最高。
三、大學院校女學生之整體「父女互動」、「身體互動」層面及「心理互動」層面，均會因「學校屬
性」、「學校型態」、「婚姻狀況」及「社經地位」之不同而有顯著差異存在。
四、大學院校女學生之整體「成就動機」、「社會取向」層面及「個我取向」層面，均會因「學校屬
性」之不同而有顯著差異存在；在「社會取向」層面會因「學校型態」之不同而有顯著差異存在；
在整體「成就動機」及「社會取向」層面會因「年級」及「婚姻狀況」之不同而有顯著差異存在。
五、大學院校女學生之整體「父女互動」、「身體互動」層面及「心理互動」層面與整體「成就動機」
及「社會取向」層面皆為顯著中程度正相關，而與「個我取向」層面則為低程度正相關。
六、在「父女互動」與「學校屬性—公立」此兩個因素能預測大學院校女學生之「成就動機」12％的變
異量。
Parents are key persons who play the critical parenting roles in family education; thus, parent-child interaction and parenting styles exert influence on achievement motivation of children. Children’s achievement motivation can be boosted if they have a good relationship with their parents who set reasonable expectations for them as well as reward and discipline them. In addition, a father plays a critical role in his daughter’s interpretation of achievement, capacity, and ambition. Therefore, this research aims to probe into the development of achievement motivation in female college students through the investigation into the relation between father-daughter interaction and their daughter’s achievement motivation.
Questionnaire Method is adopted in this research with female college students in Taipei City served as the object of study and 558 valid samples collected through convenient sampling. Research tools employed in this study include “Personal Background Survey,” “Father-Daughter Interaction Scale,” and “Achievement Motivation Scale.” The data obtained is further analyzed via frequency distribution, percentage, average, standard deviation, independent samples T test, One-way ANOVA, Scheffe method, Pearson product-moment correlation coefficient, and Multiple Regression Analysis. The results are shown as follow:
1. Female college students tend to have good interaction with their fathers and
score higher in “psychological interaction.”
2. Female college students whose achievement motivation belong to
high-intermediate level and score higher in “ego orientation.”
3. There are significant differences among female college students in
“father-daughter interaction,” “physical interaction,” and “psychological interaction”while there are differences in “school attribute,” “ school type,” “marital status,” and “social status.”
4. There are significant differences among female college students in overall
“achievement motivation,” “social ordination,” and “ego orientation” due to
different “school attributes”; the differences in “school type” also lead to the
differences in “social orientation”; overall “achievement motivation” and “social
orientation” differ while there are differences in “grade” and “marital status.”
5. “Achievement motivation” and “social orientation” in female college students
are positively correlated at an intermediate level with the aspects of
“father-daughter interaction,” “physical interaction,” and “psychological
interaction” while “ego orientation” is positively correlated at a lower level with
“father-daughter interaction,” “physical interaction,” and “psychological
interaction.”
6. A 12 percent of variance of female college students’ achievement motivation can
be predicted by means of “father-daughter interaction” and “school
attribute-public.”
Keywords: female college student, father-daughter interaction, achievement
motivation |
