Paternal Bonding, Personality Trait, and Learning Attitude of Immigrant Children in Taipei County

• Main Authors: Ying-Ting Chen, 陳瑩庭
• Other Authors: Fang-Chung Chang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/83319929118754385912

碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 97 === The aim of this study is to investigate the correlation among paternal bonding, personality, and learning attitude of immigrant children in Taipei County by surveying 900 fourth to sixth grade immigrant children in Taipei County. Data were analyzed with descriptive statistics, independent sample mean t-test, one-way ANOVA, and SEM. Results indicate: 1.Immigrant children have good paternal bonding and learning attitude; personality traits, in order, are extroversion, agreeableness, openness, conscientiousness, and neuroticism. 2.The higher the educational attainment of fathers, the greater the demand and response from fathers; the lower the grade, the greater the response. The more admirable the occupation of fathers, the more demand get from fathers; but no difference in the response from fathers was found. 3.Girls have significantly higher scores in agreeableness, conscientiousness, neuroticism, and extroversion than boys; and the lower the grade, the higher the scores in openness and conscientiousness. 4.The higher the education attainment of the fathers, the higher the scores in agreeableness, openness, and neuroticism. The more admirable the occupation of fathers, the more apparent the openness and extroversion traits are found in immigrant children. 5.Girls show better learning skills and habits than boys; the lower the grade, the greater the learning motivation and the better the learning habits; the higher the education attainment of the fathers, the better the learning skills and habits of the children. 6.Regardless of types, paternal bonding shows no significant difference in gender, grade, education attainment of father, and occupation of father. 7.Paternal bonding and personality trait, and personality trait and learning attitude are significantly correlated positively. The difference in paternal bonding is statistically insignificant between immigrant children’s learning attitude. 8.The authoritative and authoritarian paternal bonding positively correlates with the personality trait of immigrant children. The neglecting paternal bonding correlates with the learning attitude of immigrant children. 9.The personality trait and learning attitude of children are significantly correlative in authoritative and neglecting paternal bonding. These conclusions are recommended to immigrant families, teachers, schools, education administrative authorities, and further studies.