The Influence on Peer Relationship Caused by Pupils’ Parental Attachment Styles and Autonomy, Whose Mothers have Different Original Nationalities

• Main Authors: Mei-Han Chen, 陳美馠
• Other Authors: 張俊紳
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/60286488774177532821

碩士 === 台南科技大學 === 生活應用科學研究所 === 98 === This study was to explore the influence on peer relationship caused by senior pupils’ parental attachment styles and autonomy, whose mothers have different original nationalities. In this study, the questionnaire survey was undertaken. According to the urbanization degree, the townships in Tainan County were divided into three levels. Then, based on school scale, the schools were sampled via Stratified Cluster Sampling Method according to the ratio; one class respectively in the fifth grade and the sixth grade were drawn to be the samples. The test would be applied to the senior pupils whose mothers’ original nationalities are foreign nationalities. The effective sample size was 1301 (persons). The research findings were concluded as follows: 1. In the “Total Scale for Peer Relationship”, interaction effect existed between mother’s original nationality and family structure. In “Social Skill”, interaction effect existed between mother’s original nationality and grade, family structure, and individual autonomy. In “Emotional Attachment”, interaction effect existed between mother’s original nationality and family structure. 2. In “Individual Autonomy”, “Self-control”, and “Self-responsibility”, interaction effect existed between mother’s original nationality and grade. 3. In Peer Relationship and Individual Autonomy, the pupils whose mothers’ nationalities are home nationality would be superior to the ones whose mothers’ nationalities are foreign nationalities; girls were better than boys. The pupils who often live with their parents together would be superior to those who do not live with their parents together. 4. Family’s social-economic status, parents’ child-rearing attitude, family atmosphere, class atmosphere, and teacher’s leadership style would have positive correlation with peer relationship, also having positive correlation with individual autonomy. 5. In terms of parental attachment styles, the pupils with secure attachment all showed greater performance than the ones with resistant attachment and anxious attachment did, in the aspects of peer relationship and individual autonomy. 6. The performances in individual autonomy and peer relationship had positive correlation. 7. Mother’s original nationality, student’s background variables, parental attachment styles, and autonomy had 64.62% explanatory power toward the entire peer relationship. Among them, “gender”, “grade”, “existence of siblings of the same sex”, “family type”, “family’s social-economic status”, “family atmosphere”, and “teacher’s leadership style” would affect a pupil’s peer relationship through the intervening variables such as self-control, self-judgment, self-assertion and self-responsibility.