| 摘要: | 本研究旨在探討國小低年級兒童的家庭背景與父母教養方式對兒童自我概念之關係。採問卷調查法，以就讀台北市與新北市的國小低年級兒童為對象，共732份有效問卷。研究工具包含「父母親教養態度量表」與「中文Piers-Harris兒童自我概念量表」；將所得資料以描述性統計分析、獨立樣本t檢定、單因子變異數分析、K-Means集群分析進行統計分析處理。
本研究主要發現如下：
一、國小低年級兒童自我概念的現況，全體研究參與者之平均數為43.04，標準差為2.170，國小低年級兒童的自我概念總分為中等。
二、國小低年級兒童自我概念總分會因性別不同有顯著差異，且女生的整體自我概念較男生為佳。
三、國小低年級兒童不同家庭背景與父母教養方式在自我概念上無顯著差異。
本研究統計無顯著部分可能受到研究工具選用與抽樣誤差影響，待將來可進行探討。最後，針對上述之研究結果與發現加以討論，並針對家庭、教育及輔導與未來研究提出具體建議，以供參考。
The study was aimed to investigate the relationship between the self-concept of the 1st and 2nd grade students of elementary school with their family background and with their parents’ parenting styles.
The Parenting Styles and Dimensions Questionnaire, the Chinese Piers-Harris Children’s Self-Concept Scale, and a self-designed family background survey were used for collecting data. A total of 732 first and second grade students of elementary school and their parents in New Taipei City and Taipei City were recruited for this study.
Collected data were then analyzed using descriptive statistics, t-test, one-way ANOVA and K-means clustering analysis.
The results were as follows:
1.With the average score of all study participants being 43.04 and the standard deviation being 2.170, the self-concept of the st and 2nd graders is considered moderate compared with the norm of the original Piers-Harris Children’s Self-Concept Scale.
2.The results indicate that gender plays a rather significant role in this test which girls' overall self-concept is better than boys.
3.Parenting styles and family background showed no significant impact on the self-concept of the 1st and 2nd grade elementary school children.
The results of this study may be affected by the sampling errors and the choices of investigation tools. Limitations and the implications of this study were discussed. Further research is needed for exploring the relationship between the self-concept of the 1st and 2nd grade students of elementary school with their family background and with the parenting styles of their parents. |
