| 摘要: | 本研究旨在探討臺北地區國中生個人背景因素、父母期望、親子關係與課業壓力之差異，國中生父母期望與課業壓力之相關，國中生親子關係與課業壓力之相關，以及國中生個人背景因素、父母期望與親子關係對課業壓力之解釋力。本研究採取「問卷調查法」，以臺北市及新北市公立國中學生為研究對象，依配額取樣法，按臺北市及新北市國中生人數比例發放，得有效問卷593份。
研究結果如下：
1. 國中生「性別」在課業壓力之「個人因素」層面上達顯著差異，女生課業壓力大於男生。
2. 國中生「年級」在親子關係之「親近感」層面上達顯著差異，經事後比較發現，七年級生高於九年級生。
3. 國中生「家庭社經地位」在父母期望之「升學期望」上達顯著差異，經事後比較發現，中高以上家庭社經地位高於中低以下社經地位。
4. 國中生對「父母期望」的感知程度愈高，「課業壓力」愈大。
5. 國中生與父（母）之「親子關係」愈緊密，「課業壓力」愈大。
6. 「個人背景因素」中的「男生」、「父母期望」中的「課業期望」、「升學期望」、「職業期望」對臺北地區國中生之「課業壓力」具有22%的解釋力。
根據研究發現，建議國中生父（母）應對子女抱持適切的期望，並發掘其長處，鼓勵子女多元發展，在生活中力行多肯定、多關懷及多溝通；學校方面，則建議經常舉辦親職教育以提供家長協助，並尊重學生個別差異，採取適性教學，以減輕學生考試的挫折感，讓國中生之課業壓力能如實減輕。
Choosing students from junior high schools in Taipei as research participants, this study proposes to investigate differences in these students’ individual background factors, parental expectations, parent-adolescent relationship, and academic stress, the correlation between junior high school students’ parental expectations and academic stress, the correlation between junior high school students’ parent-adolescent relationship and academic stress, as well as junior high school students’ individual background factors, parental expectations, and the parent-adolescent relationship’s ability to explain academic stress. Adopting the “questionnaire survey method” and students from junior high schools in Taipei City and New Taipei City as research participants, this study employed the quota sampling technique to distribute questionnaire copies proportional to the number of students in each junior high school in Taipei City and New Taipei City. A total of 593 valid questionnaire copies were returned.
The results are as follows:
1. Junior high school students’ “gender” makes a significant difference on academic stress resulting from “personal factors”. Female students’ academic stress is greater than male students’ academic stress.
2. Junior high school students’ “grade” makes a significant difference on “intimacy” under the category of parent-adolescent relationship. As revealed by post-hoc comparisons, 7th grade students have a higher level of intimacy in comparison with 9th grade students.
3. Junior high school students’ “family socioeconomic status” makes a significant difference on “further study expectations” under the category of parental expectations. As revealed by post-hoc comparisons, families with a higher socioeconomic status have higher expectations in comparison with families with a lower socioeconomic status.
4. Junior high school students’ “parental expectations” and “academic stress” show a moderate positive correlation.
5. Junior high school students’ “parent-adolescent relationship” and “academic stress” show a low positive correlation.
6. “Gender” under the category of “individuals’ background factors”, “academic expectations”, “further study expectations”, and “career expectations” under the category of “parental expectations” account for 22% of variance in “academic stress” of junior high school students in Taipei.
Based on findings of this study, parents of junior high school students are recommended to have reasonable expectations of their children, find children’s strengths, encourage children’s development in various fields, give children more acknowledgement and care, and have more communication with children. Meanwhile, schools are encouraged to organize regular parent education programs to provide parents with assistance, respect students’ individual differences, adopt multiple methods of assessment, alleviate students’ frustration resulting from exams, and actually decrease junior high school students’ academic stress. |
