高中女生身體意象、教養行為與學習自我效能感之路徑分析：以臺北市為例

Abstract

本研究旨在探討臺北市高中女生之身體意象、家庭教養行為與學習自我效能感之現況，並分析三者間的相關性與影響機制。研究以多重理論觀點為基礎，作為研究架構之依據：首先，以 Crenshaw（1991）的交織性理論，理解高中女生在女性、女兒與女學生等多重身分交疊下所面臨的社會期待與壓力；再透過 Fredrickson 與 Roberts（1997）的客體化理論，說明媒體與社會透過性化與單一化的女性形象，促使青少女內化纖瘦標準，形成外貌焦慮與體型不滿意；並結合Baumrind 的教養理論，與Chao（1994）、Fung（1999）等對華人教養的研究，捕捉臺灣家庭在傳統「愛的撤回」與「羞恥導向」之外，逐漸轉向溫情與引導的現代型態，因此本研究採用四構面（關懷支持、愛的撤回、監督管教、獨立自主）描述家庭行為；最後，以 Bandura 的自我效能理論鋪陳學習自我效能感之概念，強調學生對自身能否掌握知識與技能的信念將影響其學習投入與表現。研究採問卷調查法，以臺北市157位高中女生為樣本，工具包含身體意象量表、家庭教養行為量表與學習自我效能感量表，資料以描述統計、皮爾森積差相關、多元迴歸與中介分析進行處理。本研究結果顯示，臺北市高中女生雖普遍偏好纖瘦體型，身體態度整體偏正向，體重控制行為頻率亦屬低度，但多數仍感受到與理想體型的差距。家庭教養方面，家長以關懷支持與鼓勵「獨立自主」為主要特徵，較少採取羞辱或「愛的撤回」的管教方式。迴歸分析指出，學生的學習自我效能感主要受「正向身體態度」與「獨立自主」教養影響，其中「獨立自主」為最關鍵因素，其影響力超越性別環境與家庭社經地位等背景條件，顯示「獨立自主」的教養方式是培養女高中生學習自我效能感的核心。This study aimed to examine the current status of body image, parenting behaviors, and learning self-efficacy among female high school students in Taipei, as well as to analyze the relationships and mechanisms of influence among these variables. The research framework is grounded in multiple theoretical perspectives: first, Crenshaw’s (1991) intersectionality theory is used to understand the social expectations and pressures faced by female students navigating overlapping identities as women, daughters, and students; second, Fredrickson and Roberts’s (1997) objectification theory explains how sexualized and homogenized portrayals of women in media and society lead adolescent girls to internalize thinness ideals, fostering body dissatisfaction and appearance anxiety; third, Baumrind’s parenting theory, combined with Chinese parenting research (Chao, 1994; Fung, 1999), captures the evolving Taiwanese parenting style, which has shifted away from traditional “withdrawal of love” and “shame-based” approaches toward a warmer and more guiding style. Consequently, this study employs four dimensions—care and support, withdrawal of love, supervision and discipline, and independence and autonomy—to describe parenting behaviors. Finally, Bandura’s self-efficacy theory provides the conceptual foundation for learning self-efficacy, emphasizing that students’ beliefs in their ability to master knowledge and skills directly influence their engagement and performance in learning.A questionnaire survey was conducted with a sample of 157 female high school students in Taipei, utilizing a Body Image Scale, Parenting Behavior Scale, and Learning Self-Efficacy Scale. Data were analyzed using descriptive statistics, Pearson correlation, multiple regression, and mediation analysis.The findings reveal that while female students generally prefer slimmer body shapes and maintain overall positive body attitudes—with relatively low frequencies of weight control behaviors—most still perceive a gap between their current and ideal body image. Parenting was primarily characterized by care and support alongside encouragement of Independence and Autonomy, with limited reliance on shaming or “withdrawal of love” as disciplinary strategies. Regression analyses indicate that students’ learning self-efficacy is mainly influenced by “positive body attitudes” and the parenting dimension of “Independence and Autonomy,” with the latter emerging as the most critical factor. Its influence surpasses that of background variables such as school gender environment and family socioeconomic status, underscoring that fostering Independence and Autonomy within parenting is central to cultivating female high school students’ learning self-efficacy.