臺北市國中生家庭支持、情緒調節和學習行為之研究

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Title:	臺北市國中生家庭支持、情緒調節和學習行為之研究 A study among family support, emotion regulation and learning behavior of the junior high school students in Taipei City.
Authors:	陳淑燕 Chen, Shu-Yan
Contributors:	生活應用科學系碩士在職專班
Keywords:	國中生家庭支持情緒調節學習行為 junior high school students family support emotion regulation learning behavior
Date:	2014-06
Issue Date:	2014-10-07 19:08:56 (UTC+8)
Abstract:	本研究旨在探討臺北市國中生之家庭支持、情緒調節和學習行為的現況與各變項之間的相關性，並瞭解家庭支持對情緒調節和學習行為有無預測力。研究對象為民國102學年度臺北市公立國中七到九年級的學生，採分層立意取樣，實得有效樣本483名。研究所使用的問卷為自編之「國中生家庭支持問卷」、「國中生情緒調節問卷」與「國中生學習行為問卷」，所得資料以描述性統計、t檢定(t-test)、單因子變異數分析(One-Way ANOVA)、雪費事後比較(Scheffe's Method)、皮爾森積差相關(Pearson’s Product-moment Correlation)，及逐步多元迴歸分析(Stepwise Multiple Regression)等進行假設之考驗。本研究之主要發現如下：一、臺北市國中生多具有良好的家庭支持、情緒調節和學習行為。二、臺北市國中生的家庭支持因為性別和家長教育程度不同而有.05之顯著差異。三、臺北市國中生的情緒調節因為性別和年級不同而有.05～.001之顯著差異。四、臺北市國中生的學習行為因為性別、年級和家長教育程度不同而有.05～.01之顯著差異。五、臺北市國中生的家庭支持、情緒調節和學習行為之間有.01之較顯著相關。六、臺北市國中生的家庭支持對情緒調節和學習行為分別有30.9％及27.4％之預測力。 This study is aimed to explore the status of family support, emotion regulation and learning behavior of junior high school students in Taipei, the relevance between the variables, and the predictive power of family support for emotion regulation and for learning behavior. It is based on 483 valid samples from the Republic 102 public junior high school students grades seven to nine. Self-designed questionnaires are used to measure the samples. They are "Junior High School Students Family Support Questionnaire", "Junior High School Students Emotion Regulation Questionnaire" and "Junior High School Students Learning Behavior Questionnaire". Information is assumed by descriptive statistics, t-test, One-Way ANOVA, Scheffe's Method, Pearson's Product-moment Correlation, and Stepwise Multiple Regression. The main findings of this study are as followed. First, most junior high school students in Taipei are with good family support, emotional regulation and learning behavior. Second, students with different genders and parental education levels have significant differences on family support. Third, students with different genders and grades have significant differences on emotion regulation. Fourth, students with different genders, grades and parental education levels have significant differences on learning behavior. Fifth, there are significant correlations between family support, emotion regulation and learning behavior. Finally, family support of students has an effective rate of 30.9% predictive power to emotional regulation and 27.4% predictive power to learning behavior.
Appears in Collections:	[Department of Applied Science of Living & Graduate Institute of Applied Science of Living ] thesis

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