A study among family support, emotion regulation and learning behavior of the junior high school students in Taipei City.

• Main Authors: Shu-Yan Chen, 陳淑燕
• Other Authors: Geng-Pei Li
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/43848355676994245013

碩士 === 中國文化大學 === 生活應用科學系碩士在職專班 === 102 === This study is aimed to explore the status of family support, emotion regulation and learning behavior of junior high school students in Taipei, the relevance between the variables, and the predictive power of family support for emotion regulation and for learning behavior. It is based on 483 valid samples from the Republic 102 public junior high school students grades seven to nine. Self-designed questionnaires are used to measure the samples. They are "Junior High School Students Family Support Questionnaire", "Junior High School Students Emotion Regulation Questionnaire" and "Junior High School Students Learning Behavior Questionnaire". Information is assumed by descriptive statistics, t-test, One-Way ANOVA, Scheffe's Method, Pearson's Product-moment Correlation, and Stepwise Multiple Regression. The main findings of this study are as followed. First, most junior high school students in Taipei are with good family support, emotional regulation and learning behavior. Second, students with different genders and parental education levels have significant differences on family support. Third, students with different genders and grades have significant differences on emotion regulation. Fourth, students with different genders, grades and parental education levels have significant differences on learning behavior. Fifth, there are significant correlations between family support, emotion regulation and learning behavior. Finally, family support of students has an effective rate of 30.9% predictive power to emotional regulation and 27.4% predictive power to learning behavior.