| Summary: | 碩士 === 玄奘大學 === 應用心理學系碩士在職專班 === 104 === The purpose of this research aims to explore the relationship among the variables, “parenting styles”, “teacher discipline styles”, and “prosocial behavior”, for fifth and sixth grade elementary school students. There are three hypotheses in this study. Hypothesis one is that the prosocial behavior performance of the fifth and sixth grade elementary school students is descendant. Hypothesis two is that the prosocial behavior performance of the fifth and sixth grade elementary school students correlates with their parents’ parenting styles. Hypothesis three is that teacher’s discipline styles have a great influence on the prosocial behavior performance of the fifth and sixth grade elementary school students.
This research surveyed the fifth and sixth grade students from one elementary school in Hsinchu County. The valid samples are 279 students. In addition, this research also investigated 29 teachers who have taught for over ten years in Hsinchu County to compare the prosocial behavior performance of the fifth and sixth grade students currently and the performance of the students in the past. This study utilized the questionnaire survey method. The main findings would be concluded as follows：
1. The senior elementary teachers perceive that students’ prosocial behavior is worse than in the past.
2. The prosocial behavior performance of students from single-child families is worse than students from non single-child families.
3. The prosocial behavior performance of the fifth and sixth grade elementary school students correlates with their parents’ parenting styles. The students have better prosocial behavior performance, while their parents adapt authoritative parenting styles. However, the prosocial behavior performance of the students from single-child families is irrelevant to their parents’ parenting styles.
4. By controlling the influence of parenting styles, teacher’s discipline styles could predict the prosocial behavior performance of the fifth and sixth grade elementary school students effectively. Especially, the teacher’s responses to students can predict it more efficiently, instead of the teacher’s requirements.
Based on our research findings, this study proposes some suggestions for parents, elementary school teachers and future researchers.
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