A Study on the Relationships between Parenting Style And Positive Emotions of Elementary School Students

• Main Author: 吳怡瑱
• Other Authors: 蘇素美
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/82938371469371398497

碩士 === 高雄師範大學 === 教育學系 === 98 === The purpose of this study was to explore the relationships between parenting style and positive emotions of elementary school children. This study adopted questionnaires as the research method which investigated the fifth and sixth grade children of the elementary schools in Kaohsiung county, including 824 students. The data were analyzed by statistical methods including descriptive statistics, chi-square test, t-test, one way ANOVA, Pearson’s product-moment correlation, and stepwise multiple regression. The findings of this research were as follows: (1) Most children were aware of authoritative parenting style from their parents. (2) There was no difference in father’s parenting style of children with different genders, but they were aware of significantly different mother’s parenting style. (3) There was no difference in parenting style between different birth orders, children numbers, and family structures. (4) The children from high or middle-high SES were aware of “authoritative” parenting style more significantly than those with less SES. However, the students from less SES were aware of“neglecting” parenting style more than those in high or middle-high SES. (5) The elementary school children’s positive emotions were mostly in the good conditions. (6) There were significantly different reflections of positive emotions among the children from different genders, and girls have better reflections than boys do. (7) There was no difference between positive emotions of different birth orders and children numbers. (8) There were significantly different reflections of positive emotions among the children from different family structures. Those children from nuclear families have better positive emotions than those from the single-parent or Grandparent rearing families. (9) There were significantly different reflections of positive emotions among the students from different family social economic statuses. Those students from high, middle-high or middle social economic statuses families have better reflections than those from Low SES. (10) The authoritative parenting style was much better for children’s positive emotions. (11) There was a positive correlation between the parenting style and positive emotions. (12) The children’s positive emotions could be predicted from the parenting styles. The sequences from the most to less predictable variables of positive emotions were “mother’s response””father’s response”, “mother’s request” “father’s request.” Based on these findings, suggestions were provided for parents, authorities of education and the further researches.