The Effects of Maternal Parenting Style on Their Expectation for Children's Learning in School

• Main Authors: YUAN,YI-LAN, 袁逸蘭
• Other Authors: LIEN,HSIN-YI
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/u4m7y4

碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 106 === This study aims to understand the effects of maternal parenting styles on their expectations for their children’s learning at school by comparing the differences between mothers upholding different nurturing attitudes towards their children. This study also attempts to explore the relevance between maternal parenting styles and their expectations for children’s learning at school and examine if maternal parenting styles can predict their childrens’ learning at school. 407 mothers of kindergarten children in Kinmen County participated in the present study. The questionnaire survey method was employed and data were analyzed utilizing descriptive statistics, one-way ANOVA, Pearson product-moment correlation, and regression analysis to test and verify the research hypotheses. The results showed a significant difference in the nurturing attitudes taken by mothers from different countries of origin. The education level of the mother and the amount of the family’s monthly income was the significant factors leading to the more liberal/authoritative or attentive/negligent mothers. Meanwhile, the mother’s age was a significant factor influencing the mother’s demand for self-managed learning by her kid. The mother's occupation significantly influenced the mothers’ expectations for personal character edification and academic achievement of their children at school. Additionally, the mothers’ family was a significant factor influencing mothers’ expectations for their children’s personal character edification, self-help ability cultivation and interactive ability fostering at school. Moreover, the type of family had significant effects on a child’s personal character edification, learning ability fostering and self-help ability cultivation. The parenting styles in the mother’s family of origin had significant influences on the mothers’ expectations for the children’s intellectual learning. The more authoritative/attentive the mother was, the more focus was placed upon the kid's personal character edification, self-help ability cultivation and interactive ability fostering at school. The more liberal/negligent the mother was, the less focus was placed upon the kid's personal character edification, self-help ability cultivation and interactive ability fostering at school. Finally, this study discusses the research results, proposes recommendations and provides references for future research concerning early childhood and parenting education.