| 摘要: | 本研究旨在探討臺北市國小高年級學童「親子互動關係」、「手足關係」及「同儕關係」之現況，並瞭解「不同個人背景因素」之國小高年級學童在「親子互動關係」、「手足關係」與「同儕關係」上的差異情形；另探討國小高年級學童「親子互動關係」、「手足關係」與「同儕關係」之相關性，更進一步瞭解「親子互動關係」及「手足關係」對國小高年級學童「同儕關係」之解釋力。
本研究方法係採「調查法」進行資料的收集，並以「立意取樣」之抽樣方式，共發出1,203份問卷，回收樣本數為1,186份，回收率達98.6%；回收時排除廢卷後計982份，有效回收率為82.8%，扣除獨生子女樣本數216份，實得有效樣本數為766份。研究工具為：「個人背景因素調查表」、「親子互動關係量表」、「手足關係量表」及「同儕關係量表」。施測所得資料以統計套裝軟體SPSS for Windows 20.0進行結果分析，分別以敘述統計、單一樣本t檢定、獨立樣本t檢定、單因子變異數分析、雪費事後比較法、皮爾森積差相關及逐步多元迴歸等統計分析方法，主要研究結果如下：
1. 臺北市國小高年級學童之「親子互動關係」傾向「中高程度」之狀況。
其中以「母子親子互動關係」中的「心理互動」層面為最佳；而以「父子親子互動關係」中的「語言互動」層面最低。
2. 臺北市國小高年級學童之「手足關係」傾向「中高程度」之狀況。其中以「競爭」層面的手足關係為最佳；「衝突」層面的手足關係為最差。
3. 臺北市國小高年級學童之「同儕關係」傾向「中高程度」之狀況，其中以「情感支持」層面的同儕關係為最佳，「吸引力」層面的同儕關係為最差。
4. 臺北市國小高年級學童，會因「性別」在「母子親子互動關係」之「整體母子互動」、「心理互動」層面與「身體互動」層面上有顯著差異。
5. 臺北市國小高年級學童會因不同的「手足性別組合」，在「父子親子互動關係」之「整體父子互動」、「心理互動」層面、「身體互動」層面及「語言互動
層 面上有顯著差異。
6. 臺北市國小高年級學童會因不同的「性別」在手足關係中之「親密」層面上有顯著差異。
7. 臺北市國小高年級學童會因不同的「出生序」在「整體手足關係」 及「親密」層面上有顯著差異。
8. 臺北市國小高年級學童會因不同的「手足年齡差距」在手足關係中 之「衝突」層面上有顯著差異。
9. 臺北市國小高年級學童會因不同的「性別」，在「整體同儕關係」及同儕關係中之「情感支持」層面及「社交能力」層面上有顯著差異。
10. 臺北市國小高年級學童會因不同的「手足性別組合」，在同儕關係中
之「社交能力」層面上有顯著差異。
11. 臺北市國小高年級學童會因不同的「父親教育程度」，在「整體同儕關係」上有顯著差異。
12. 臺北市國小高年級學童之「親子互動關係」與「手足關係」間呈顯著中程度之正相關；而「親子互動關係」及「手足關係」與「同儕關係」間皆呈顯著低程
度正相關。
13. 臺北市國小高年級學童在「整體親子互動關係」、「整體手足關係」及手足關係中「親密」層面的預測力達顯著，可解釋「同儕關係」24%的變異量。
根據本研究結果：研究者建議國小高年級學童宜與父母親及手足間維繫良好的互動關係，以利在校同儕關係。在家庭親職教育上，建議父母親重視並培養良好的親子互動關係，對子女的教養方式應一視同仁，並盡量營造完整的家庭，給予孩子一安定和諧的成長環境，此外，建議學校對外積極辦理家庭教育相關課程或成長團體，對內提供教師「學生同儕關係」之相關研習課程，以及結合輔導室協助同儕關係欠佳的學生。對推動家庭教育工作者建議推動家庭教育時宜結合社區資源、學校網路及民間團體等資源，才能達到事半功倍的效果。
The purpose of this study was to understand the current situation of "parent-child interaction relationships", "sibling relationships" and "peer relationships" for higher-grade primary students in Taipei City as well as the difference situation in "parent-child interaction relationships", "sibling relationships" and "peer relationships" of higher-grade primary students with different “personal characteristics”, respectively. Moreover, the study also explores the relevance of higher-grade primary students in terms of "parent-child interaction relationships", "sibling relationships" and "peer relationships" and further understands the explanatory power of "parent-child interaction relationships", "sibling relationships" on "peer relationships" of higher-grade primary students.
The study adopted the “survey method” for data collection and selected higher-grade primary students in Taipei City by “purposive sampling”. There were a total of 1,203 questionnaires issued, with 1,186 samples and the response rate being 98.6%; while removing the waste questionnaires, with 982 samples, and effective response rate being 82.8%, then excluding 216 samples of single child, with 766 valid samples, to receive 766 valid samples. The tools used in this study included “Personal Background Information Questionnaire”, “Parent-Child Interaction Relationships Scale" , “Sibling Relationships Scale”, and “Peer Relationships Scale” The data obtained were analyzed by statistical software package SPSS for Windows 20.0, descriptive statistics, one-sample t test, independent samples t-test, one-way ANOVA, Scheffe’s method, Pearson product moment and multiple stepwise regression analysis, and other relevant statistical methods. The main findings are as follows:
1. "Parent-child interaction relationships" for higher-grade primary students in Taipei City inclined
to "middle and high degree", among which "psychological interaction" of "parent-child interaction relationships
with Mother" had the highest level; and "language interaction" of "parent-child interaction relationships with
Father" had the lowest level.
2. "Sibling relationships" for higher-grade primary students in Taipei City "inclined to middle and high degree",
among which " competition " in sibling relationships had the highest level, and "conflict" in sibling
relationships had the lowest level.
3. "Peer relationships" for higher-grade primary students in Taipei City inclined to " middle and high degree", among
which "emitional suppot" in peer relations had the highest level, and "attractive force" in peer relationships had
the lowest level.
4. Higher-grade primary students in Taipei City will vary depending on "gender" in the "overall Mother-child
interaction of Parent-child interaction with Mather ","psychological interaction", and "psychological interaction"
have significant differences.
5. Higher-grade primary students in Taipei City will vary depending on "gender combination of sibling" in the "overall
Father-child interaction of Parent-child interaction with Father", "psychological interaction", "psychological
interaction" and in the "and "language interaction" have significant differences.
6. Higher-grade primary students in Taipei City will vary depending on "gender" in the siblings of "close" have
significant differences.
7. Higher-grade primary students in Taipei City will vary depending on "birth order" in the "overall sibling
relationships" and "close" have significant differences.
8. Higher-grade primary students in Taipei City will vary depending on "the age gap of sibling" in the "conflict" of
sibling relationships have significant differences.
9. Higher-grade primary students in Taipei City will vary depending on "gender" in the "overall peer
relationships", "emotional support" and "Social capabilities" of peer relationships have significant differences.
10.Higher-grade primary students in Taipei City will vary depending on " gender combination of sibling" in
the "Social capabilities" of peer relationships have significant differences.
11.Higher-grade primary students in Taipei City will vary depending on " Father educational attainment" in
the "overall peer relationships" have significant differences.
12.Higher-grade primary students in Taipei City that "parent-child interaction relationships" and “sibling
relationships "showed significantly middle degree of positive correlation, and "parent-child interaction, "sibling
relationships" showed significantly lower degree of positive correlation with "peer relationships "
13.Higher-grade primary students in Taipei City that "overall parent-child interaction relationships", "overall
sibling relationships" and "close" of sibling relationships on the explanatory power have significant, which could
explain 24% of the variance of "peer relationships" on “quality of life”
According to the result of the study: In order to keep good relationships in peer groups, the researchers suggested that higher-grade primary school students should keep good interactions between parents and siblings. In family parenting education, we suggested that parents should emphasize and cultivate good parent-child interactions, and treat the children equally. Parents should create a sound family and provide a stable, harmonious environment for the children’s growth. Furthermore, it is recommended that school conducts external courses and activities about family education or holds growth groups, and provide internal workshops related to “students’ peer relationships” to the teachers, and integrate counseling rooms to help students with poor peer relationships. Recommendations for the family educators should promote family education combined with community resources, school networks and non-government organizations in order to achieve a multiplier effect. |
