父母教養信念與方式經由孩子內在動機資源對孩子成就影響之研究

• Main Authors: May,Iris, 梅淑鶯
• Other Authors: 邱美秀
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/90349404145334395787

碩士 === 國立政治大學 === 教育研究所 === 95 === This research is to examine a process model of relations among parental beliefs/practices、child inner resources and child achievement、namely、to validate the proposed 『Model of Influences on Parental Beliefs/Practices and Child achievement』. The parental beliefs/practices are composed of four observed variables: parents』 valuing learning、positive perception、involvement and self-efficacy. The child inner resources includes three observed variables: perceived competence、autonomy and relatedness. The child achievement comprises two observed variables: grade point average (GPA) and school performance. Participants were children in 15 classes of Grade 7 and their parents. Three self-report questionnaires、including 『Parental Beliefs/Practices Questionnaire』,』Teacher Ratings Questionnaire』 and 『Beliefs about Self Scale』 (Institute for Research and Reform in Education、Inc.、1998)、were utilized to measure the observed variables of parental beliefs/practices、child inner resources and child achievement respectively. The former two instruments、designed by the researcher、were established by a process of item selection and testing of reliability and validity based on the data of 110 participants in a pilot study. The factor structure and validity of these two instruments were further validated by 512 participants. The latter one was translated from the Belief about Self Scale (IRRE、1998) of Research Assessment Package for Schools developed by Institute for Research and Reform in Education、Inc. The test result of SEM suggested that the proposed 『Model of Influences on Parental Beliefs/Practices and Child Achievement』 fit the collected data well. That means、besides enhancing children’s achievement directly、all of the four parental beliefs/practices are able to generate a supportive environment to influence the children’s achievement、mediated by child inner resources. By the results of stepwise regression、we found that parents』 valuing learning、parental positive perception and perceived competence are important variables in predicting either GPA or school performance. This finding implied、to children in 7th grade、the effective ways in helping children may not be guiding or monitoring their learning activities、arranging additional training or providing advice、but to emphasize learning and appreciate children’s performance positively. This kind of attitude will enhance children’s positive self-concept or perceived competence so as to improve their performance in school. Besides above results、we raised several advices for parents and school for the sake of parental practices and education. Suggestions were also made for further research.