The Relations among Parenting Style, Self-Identity, and Bullying Behavior in Children of New Inhabitants

• Main Authors: CHENG, CHIA-HUA, 鄭佳華
• Other Authors: HSIEH, CHIH-LING
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/78y36k

碩士 === 大葉大學 === 教育專業發展研究所 === 105 === The purpose of this study was to investigate the effects on the relations among parenting style, self-identity, and bullying behavior in children of new inhabitants. In order to achieve this goal of the study, the method of questionnaire survey was adopted to collect and analyze data. There were 349 children of new inhabitants (181 males and 168 females ) that were sampled among 7th to 9th grade from Taipei City and New Taipei City. The research tools included “Parenting Style scale”, “the Aspects of Identity Questionnaire, and “Adolescent Peer Relations Instrument”. The data collected from the students were analyzed by descriptive statistics, independent-samples t Test, one way ANOVA, Pearson product-moment correlation analysis and multiple regression analysis. The results were summarized as follows: 1. There were no significant differences among children of new inhabitants of different genders, grades, and mother’s nationalities in parenting style, but there were significant differences in self-identity. There were significant differences among children of new inhabitants of different genders, and grades in bullying behavior. 2. There were significant correlations between parenting style and self-identity in children of new inhabitants. 3. There were significant correlations between parenting style and bullying behavior in children of new inhabitants. 4. There were significant correlations between self-identity and bullying behavior in children of new inhabitants. 5. Parenting style could significantly predict self-identity and bullying behavior in children of new inhabitants. Also self-identity could significantly predict bullying behavior. Based on our findings, some related suggestions were provided for parents and teachers as well as the future researchers in the relative field.