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https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/31085
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| Title: | 苗栗縣國中學生之教育抱負、父母教養態度及社會支持之關係研究 |
| Other Titles: | A study on the relationships among educational aspiration, parenting attitude, and social support of junior high school students in Miao-Li county |
| Authors: | 謝福軒;Hsieh, Fu-hsuan |
| Contributors: | 淡江大學教育政策與領導研究所碩士班
吳明清;Wu, Ming-ching |
| Keywords: | 國中學生;教育抱負;父母教養態度;社會支持;Junior High School Students;Educational Aspiration;Parenting Attitude;social support |
| Date: | 2009 |
| Issue Date: | 2010-01-11 00:12:51 (UTC+8) |
| Abstract: | 本研究旨在探討苗栗縣國中學生之教育抱負、父母教養態度及社會支持之關係，具體的目的包括：一、了解國中學生教育抱負、父母教養態度及社會支持之現況；二、比較不同背景變項國中學生教育抱負、父母教養態度及社會支持之差異情形；三、探討國中學生教育抱負、父母教養態度及社會支持三者之關係；四、瞭解父母教養態度與社會支持對國中學生教育抱負之預測力；五、依據研究結果提出相關建議以供學校及主管機關參考。
本研究採問卷調查法，以自編之「苗栗縣國中學生教育抱負及其相關因素調查問卷」為工具，針對目前就讀於苗栗縣12所國民中學之國中學生為研究對象，共抽取650名學生為樣本實施調查。依據回收有效問卷579份之資料，以SPSS 13.0套裝軟體進行統計分析，包括描述性統計、t檢定、單因子變異數分析、Scheffe事後比較、多元逐步迴歸分析等。
依據研究結果，歸納以下結論：
一、苗栗縣國中學生之教育抱負表現呈中高程度，其中以自我期許較高，自我努力較低。
二、苗栗縣國中學生之教育抱負在「年級」、「父親教育程度」、「母親教育程度」、 「父母對於學生未來學歷之期望」等背景變項呈現顯著差異。
三、苗栗縣國中學生之父母教養態度表現呈現適度的狀況。
四、苗栗縣國中學生之父母教養態度在「地區」、「年級」、「父親教育程度」、「母
親教育程度」、「與父母居住狀況」、「父母婚姻狀況」、「父母對於學生未來學
歷之期望」各背景變項中，呈現顯著差異。
五、苗栗縣國中學生之社會支持表現呈中等程度。
六、苗栗縣國中學生之社會支持在「年級」、「與父母居住狀況」、「父母對於學生未來學歷之期望」、「學生對於未來學歷之期望」等背景變項中，呈現顯著差異。
七、父母教養態度、社會支持影響國中學生之教育抱負，父母教養態度、社會支持對國中學生之教育抱負具有預測力。
根據上述研究結論，本研究提出若干建議，以供教育主管機關、學校及未來研究者之參考。
The purpose of this study was to explore the relationships among educational aspiration, parenting attitude and social support of junior high school students in Miao-Li County. The specific goals of this study included:
1) To understand the current situation among aspects referred to junior high school students’ educational aspirations, parenting attitudes and social support.
2) To analyze the differences of the above-mentioned three aspects of junior high school students with diverse background variables.
3) To explore the relationships among junior high school students’ educational aspirations, parenting attitudes and social support.
4) To analyze the power of prediction of parenting attitude and social support on student’s educational aspiration .
5) To make recommendations for educational and school administrative authorities’ reference.
The data of this study was collected by a questionnaire survey. The sample consisted of 579 junior high school students, purposively selected from 12 junior high schools in Miao-Li County. Survey data was then analyzed by using SPSS13.0 for Window, including descriptive statistics, t-test, and one-way ANOVA, Scheffe method, multiple stepwise regression procedure.
Findings of the study were as follows：
1) Educational aspiration of junior high school students in Miao-Li County
displayed an intermediate level; among the dimensions of educational aspiration, self-expectation was the highest while self-exertion was the lowest.
2) Education aspiration of junior high school students in Miao-Li County exhibited
apparent disparity in background variables including “grade”, “father’s educational level”, “mother’s educational level”, and “parental expectation towards student’s future academic background”.
3) Parenting attitude of junior high school students in Miao-Li County manifested
an appropriate status.
4) Parenting attitude demonstrated clear discrepancy in background variables including “region”, “grade”, “father’s educational level”, “mother’s educational level”, “living-with-parents condition”, “parents marital status”, and “parental expectation towards student’s future academic background”.
5) Social support of junior high school students in Miao-Li County showed a middle level.
6) Social support of junior high school students in Miao-Li County presented obvious divergence in background variables including “grade”, “living-with-parents condition”, “parental expectation towards student’s future academic background”, and “self-expectation towards future academic background”.
7) Parenting attitude and social support affected as well as predicted educational aspirations of junior high school students.
Based on the above findings of this study, several suggestions for educational and school authorities, as well as future researchers were recommended for reference. |
| Appears in Collections: | [Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis
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