| Summary: | 碩士 === 輔仁大學 === 兒童與家庭學系碩士在職專班 === 105 === The purpose of this study is to investigate the relation between perceptions of the degree of fathering involvement in each facet of elementary school senior graders’ self-concept. The research data was collected via questionnaires distributed to public elementary school senior graders in Taipei City during the 2014 school year. There were 922 valid responses of surveys collected. The questionnaire is divided into two parts: “Fathering Involvement” and “The Scale of Senior Graders’ Self-concept in Elementary Schools”. The collected data were analyzed and interpreted by means of descriptive statistics, t-test, one-way ANOVA, Pearson’s Product-Moment Correlation and Hierarchical Regression.
The findings of the study are as follows: students’ perceptions of the degree of students’ current self-concept status fall within the mid-upper end of the scale. The most positive level of children’s self-concept surfaces is “Family-self Concept” and “Psychological-self Concept.” Students’ self-concept level differs significantly with their gender, parents’ marriage status and family socioeconomic status. Students’ perceptions of the degree of fathering involvement status fall within the mid-upper end of the scale. The highest degree of perceptions of the fathering involvement’s factor is “Monitoring.” The perception of the degree of fathering involvement differs significantly with students’ gender, birth order, parents’ marriage status and family socioeconomic status. The perception of the degree of fathering involvement of elementary school senior graders and their self-concepts are significantly positively related. Students’ perceptions of fathering involvement’s factors of “Emotional Interaction”, “Leisure Time Activity”, and “Monitoring” can influence their self-concepts, and effectively predict their self-concept.
Building on the results of this study, suggestions are provided for fathers, teachers, family education promoters and future researchers.
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