國小高年級學童之親子互動、 學習動機對學校生活適應之影響

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题名:	國小高年級學童之親子互動、學習動機對學校生活適應之影響 The Influence of Parent-Child Interaction and Learning Motivation on School Life Adjustment for The Senior Grades Elementary Students
作者:	郭靜茹 KUO, CHING-JU
贡献者:	青少年兒童福利碩士學位學程
关键词:	疫情親子互動學習動機學校適應學校生活 COVID-19 Parent-Child Interaction Learning Motivation School Adjustment School Life
日期:	2025
上传时间:	2025-02-24 16:02:02 (UTC+8)
摘要:	有鑒於後疫情時代下的家庭生活型態、教育環境特性及人際互動的轉變，重新檢驗此議題的相關變項將有助於我們更深入瞭解現況，因此本研究以新北市、臺北市、新竹縣市以及臺中市等國小高年級學童為研究對象，透過問卷調查法收回有效問卷621份，以探討在後疫情時代脈絡下其親子互動、學習動機對學校生活適應之影響。經由分析發現本研究結果為：一、現況（一）親子互動之「情感交流」、「共同經驗」及「尊重接納」皆具有中等以上的程度。（二）學習動機之「價值」、「預期」、「情感」及「執行意志」皆具有中等以上的程度。（三）學校生活適應在「師生與學習適應」、「同儕適應」及「情緒適應」皆具有中等以上的程度。二、關聯（一）親子互動與其學校生活適應各構面皆呈現顯著正相關。（二）學習動機與其學校生活適應各構面皆呈現顯著正相關。三、預測力進行迴歸分析時依據共線性診斷結果發現，親子互動之「情感交流」和「共同經驗」二者具有共線性，因此將「情感交流」刪除後得到以下結果：（一）親子互動之「尊重接納」、「共同經驗」對學校生活適應具部分預測力。（二）學習動機之「價值」、「預期」、「情感」與「執行意志」對學校生活適應具部分預測力。根據以上研究結果，提出對國小高年級學童家長、學校和相關領域之實務工作者以及未來研究者後續從事相關研究的建議，以作為促進國小高年級學童學校生活適應能力之參考。 The purpose of this study is to explore the impacts of Parent-Child Interaction and Learning Motivation on School Life Adjustment for the senior grades elementary students. Due to the changes in family lifestyles, educational characteristics, and interpersonal interactions in response to the new epidemic sitiation, re-examining the variables related to this issue will help us gain a deeper understanding of the current situation. With the questionnaire survey method, 621 valid responses were collected from New Taipei City, Taipei City, Hsinchu, and Taichung City. According to the analysis, the results are found as follows: 1. Current Status (1) The aspects of parent-child interaction, including “emotional communication,” “shared experiences” and “respect and acceptance,” all show a level above average. (2) The aspects of learning motivation, including “value,” “expectation,” “emotion” and “execution” also show a level above average. (3) The aspects of school life adjustment, including “teacher-student and learning adjustment,” “peer adjustment” and “emotional adjustment” all show a level above average. 2. Correlation (1) Parent-child interaction shows a significant positive correlation with all aspects of school life adjustment. (2) Learning motivation shows a significant positive correlation with all aspects of school life adjustment. 3. Prediction Based on the results of the collinearity diagnostics during the regression analysis, it was found that “emotional communication” and “shared experiences” in parent-child interaction show collinearity. Therefore, “emotional communication” was removed, and the following results were obtained: (1) “Respect and acceptance” and “shared experiences” in parent-child interaction have partial prediction for school life adjustment. (2) “Value,” “expectation,” “emotion” and “execution” in learning motivation have partial prediction for school life adjustment. According to above research findings, suggestions have been mentioned as well for parents, teachers and staff at schools, practitioners in related fields, and future researchers conducting related studies, as a reference for being involved the school life adjustment abilities of senior grades elementary students.
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