The Correlative Study of Family and School Adjustment and Parenting Pressure between Disabled Children and Typical Developing Children

• Main Authors: Tsai, Ying-Hsuan, 蔡瑩萱
• Other Authors: Wei, Mei-Hue
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/74156563835310252960

碩士 === 國立臺中教育大學 === 幼兒教育學系碩士班 === 102 === The purpose of this study was to investigate the differences in family and school adjustment as well as parenting pressure between disabled children and typical developing children. This study employed two major instruments. The first instrument was "Family and School Adjustment Scale" and the other instrument was “The Parenting Pressure Scale” based on previous background studies. They were given to 285 parents of typically developing children and 286 parents with the disable children, with the totle of 571. The findings of this study were as follow: 1.The mean of Family and School Adjustment Scale and Parenting Pressure Scale with disabled children were significantly higher than the mean in both scales of the typical developing children. This revealed that the disabled children had more adjustment problems and their parents had more parenting pressure. And both groups of children had less adjustment problems in families than in schools . 2.The statistical analysis revealed that the different backgrounds of disabled and typial developlment children in had significantly differences in the Scale of Familly and School Adjustment， including“age of child”,“gender of child”, “family structure”, “education level of mother”and“household income”. The result also further indicated the interaction effect (F＝2.95，p<.05)between father's educational level and child attribute was statistically significant for the the Scale of Family and School Adjustment. 3.The result of the two-way analysis of variance revealed that the different background variables of disabled and typical developing children's parents in this research had significantly differences in parenting pressure， including “child attribute”, “age of parents”, “gender of parents”, “parents' educational levels”, “occupation of parents” and “household income” . 4.The relationship between family and school learning ajustment and parenting pressure of all disabled and typical developing children's parents were founded significantly and positively related in all dimensions.