本研究旨在瞭解大學生對家庭教育議題之認知，以及個人與家庭背景因素對大學生家庭教 育認知之影響。本研究採問卷調查法進行資料的收集，以 100 學年度就讀臺北地區大學一至四 年級大學生為研究對象，並以分層比例抽樣方式，發放 500 份問卷，回收後實得有效問卷 481 份，有效回收率達 97％。研究工具包括：「個人基本資料調查表」、「家庭背景資料調查表」， 以及「家庭教育認知量表」。所得資料以描述性統計、單一樣本 t 檢定、單因子變異數分析、 薛費事後比較、皮爾森積差相關，以及多元迴歸等統計方法進行分析。研究主要結果如下：1. 大學生對家庭教育議題皆抱持很重要之看法，皆很認同家庭教育的重要性。其中，以對倫理教 育重要性的認同度為最高。2.在個人與家庭背景因素中：性別、家庭型態、父母婚姻和諧度、 家庭衝突情形等，為影響大學生家庭教育認知的重要因素，對大學生家庭教育認知具 11%的解 釋力。最後，針對大學生、父母與學校提出相關建議。
The purposes of the study were to identify Undergraduate students’ awareness of family education and the influence of personal and family background characteristics on awareness of family education. In this study, the survey method was used for data, and proportionate stratified sampling was adopted on the samples of 500 undergraduates who studied during 2010 and 2011 academic year in Taipei Area, among which 481 were valid returns (97.0%). The research instruments included “Personal Background Scale (PBS)”, “Family Background Scale (FBS)”, and “Awareness of Family Education Scale (AFES)”. Collected data was analyzed by descriptive statistics, one sample t-test, one-way ANOVA, Scheffe’, Pearson’s Product-moment correlation, and multiple regression analysis. The major results were as follows: 1. Undergraduates’ awareness of family education tended to be “very important”. Among family education issues, the moral education is the most important issue. 2. The factors of “gender”, “family type”, “marital harmony of parents”, and “family conflict situation” had significant effects on undergraduates’ awareness of family education. These four factors could be used to predict 11.0% variability of undergraduates’ awareness of family education. Based on the results, recommendations are provided for undergraduates, parents and schools.
