本研究旨在探討國小高年級學童知覺父母教養行為、依附關係與利社會行為之相關研究，並以「立意取樣」針對新北市公立國民小學的五、六年級學童為研究對象進行問卷調查，共得有效樣本478人。使用的研究工具包含「父母教養行為量表」、「親子依附量表」、「利社會行為自陳量表」。
茲將所得資料以「描述統計」、「Pearson積差相關」、以及「多元迴歸分析」等方法進行統計分析，將研究結果歸納如下。
(一)國小高年級學童知覺「關愛自主」、「監督」之父母教養行為與「關照」、「救助」、「合作」之利社會行為呈現顯著正相關；而「溺愛」之教養行為與「救助」利社會行為亦呈現顯著正相關。
(二)國小高年級學童知覺「不一致」、「處罰」之父母教養行為與「關照」、「救助」、「合作」之利社會行為未呈現顯著相關。
(三)國小高年級學童知覺與父母「溝通」、「信任」依附關係與利社會行為「關照」、「救助」、「合作」呈顯著正相關。國小高年級學童與父母「疏離」之依附關係與利社會行為之「關照」、「救助」、「合作」未呈顯著相關。
(四)國小高年級學童知覺「關愛自主」、「監督」之父母教養行為與「關照」、「救助」、「合作」利社會行為有關聯。
The main purpose of this research was to study current status of Parenting practices, Attachment and Prosocial Behavior for elementary school students, and to explore the correlations among Parenting practices, Attachment and Prosocial Behavior the relationship between of the three.
The participants in this study included 478 fifth-grade and sixth-grade students in New Taipei City. The instruments used in the study included. Parenting practices Scale, Attachment Scale and Prosocial Behavior Scale.
The collected data were analyzed and interpreted by means of descriptive statistics, Pearson's Product-Moment Correlation and Multiple Regression Analysis. The major findings of the study were as follows:
1.Caring-autonomy, monitoring and Prosocial Behavior are significantly positive related.
2.The indulging of Parenting practices and the help of Prosocial Behavior are significantly positive related.
3.The inconsistence, punishment of Parenting practices and Prosocial Behavior are not significantly positive related.
4.The communication, trust of Parenting practices and Prosocial Behavior are significantly positive related.
5.The alienation of Attachment and Prosocial Behavior are not significantly positive related.
6.Caring-autonomy, and monitoring Prosocial Behavior. can effectively predict the Prosocial Behaviors of elementary school students.
