青少年的親子關係與父母教養差異對手足關係之影響

Abstract

本研究旨在探討青少年的親子關係與父母教養差異對手足關係之影響，研究方法採用問卷調查法，研究對象為全國公立中學國一至高三具有一位以上手足的在學學生，共獲得有效問卷852份，研究以「個人基本資料」、「親子關係量表」、「父母教養差異感受量表」、「手足關係量表」為研究工具，研究資料以統計軟體SPSS 20.0進行統計分析，統計方法包括描述系統計、t考驗、單因子變異數分析、皮爾遜積差相關及多元迴歸分析。研究結果如下： 壹、青少年的親子關係 1.青少年的親子關係良好。 2.青少年的親子關係因不同年級而有差異性；國中階段的青少年，國一生與父母的關係最好，高中階段的青少年，高二生與父母的關係最差。 3.青少年的親子關係因不同性別而有差異性；女孩與父母的關係比男孩好。 4.青少年的親子關係因出生序而有差異性；排行老大者與父母的「溝通」關係比老么好。 5.青少年的親子關係不會因為手足數目而有差異。 貳、青少年感受父母教養差異情形 1.青少年感受父母教養差異不會因為不同年級而有差異。 2.青少年感受父母教養差異因不同性別而有差異；女孩比男孩感受父親較公平對待，男孩感受父親較多的「控制」。 3.青少年感受父母教養差異因不同出生序而有差異；排行老大者感受父母「控制」高。 4.青少年感受父母教養差異因手足數目而有差異；只有一位手足者感受父母「控制」高。 參、青少年的手足關係 1.青少年的手足關係普通。 2.青少年的手足關係因不同年級而有差異性；高三生的手足關係最好。 3.青少女的手足正向關係比青少男好，但手足負向關係則無性別差異。 4.排行老大者的青少年其手足關係較差。 5.青少年的手足關係因手足數目而有差異；有兩位手足的青少年其手足關係最好。 6.同性別手足組合比異性別手足組合的青少年其手足正向關係較好，但手足負向關係則無手足性別組合差異。 7.手足負向關係會因手足年齡差距而有差異；年齡差距愈大者其手足關係愈好。 8.親子關係對手足關係有顯著解釋力；青少年感受與父母的親子關係愈好，其手足關係也愈好。 9.父母教養差異對手足關係有顯著解釋力；父親教養差異對手足負向關係有顯著解釋力，母親教養差異對手足正向和負向關係都有顯著解釋力。 本研究根據以上結果提出建議，提供青少年、青少年的父母、學校教育及未來研究者之參考。

The purpose of this research is to explore the impact of the adolescent’s perception of parent-child relationship and parental differential treatment on sibling relationship. The study conducts data gathering with the questionnaire survey method. Samples are collected from the seventh and twelfth grade students of public junior and senior high schools in Taiwan. The total eligible questionnaires are 852 copies. The instruments used for data collection and analysis are adolescent’s perception of parental-child relationship scale, parental differential treatment scale, sibling relationship scale, and demographic information. All statistics are computed by Statistical Package for Social Science（SPSS）. Descriptive statistics, t-test, one-way analysis of variance（one-way ANOVA）, Parson’s product-moment correlation and multiple regression analysis are utilized to evaluate and analyze between factors. The results indicat as follows: 1. Analysis of adolescents’ perception of parent-child relationship. (1)Adolescents perceive that their parent-child relationship is good. (2)The grade leads to a significant difference in parent-child relationship. Adolescents in seventh grade of high school perceive the best parent-child relationship. Adolescents in eleventh grade of high school perceive the worst parent-child relationship. (3)The gender leads to a significant difference in parent-child relationship. Regarding parent-child relationship, girls are better than boys. (4)The birth order leads to a significant difference in parent-child relationship. Regarding parent-child 〝communication〞relationship, the elders are better than the youngers. (5)There is no significant difference in adolescents’ perception of parent-child relationship due to sibling number. 2. Analysis of adolescents’ perception of parental differential treatment. (1)There is no significant difference in adolescents’ perception of parental differential treatment due to the grade. (2)The gender leads to a significant difference in parental differential treatment. Regarding paternal differential treatment in control, girls are fairer than boys. Regarding paternal differential treatment in control, boys are higher girls. (3)The birth order leads to a significant difference in parental differential treatment. The elders perceive that parental differential treatment is higher. (4)The sibling number leads to a significant difference in parental differential treatment. Adolescents who have one sibling perceive that parental differential treatment in control are higher. 3. Analysis of adolescents’ perception of sibling relationship. (1) Adolescents perceive that their sibling relationship is common. (2)The grade leads to a significant difference in sibling relationship. Adolescents in twelfth grade of high school perceive the best sibling relationship. (3)Girls perceive that sibling positive relationship is better than boys, but there is no significant difference in adolescencents’ perception of sibling negative relationship due to the gender. (4)The elders perceive that their sibling relationship is poor. (5)The sibling number leads to a significant difference in sibling relationship. Adolescents who have two siblings perceive that sibling relationship is better. (6)Adolescents who have the same gender sibling perceive that sibling positive relationship is better, but there is no significant difference in adolescencnts’ perception of sibling negative relationship due to the sibling gender combination. (7)The sibling age gap leads to a significant difference in sibling negative relationship. Adolescents who have higher age gap with their sibling perceive that sibling relationship is better. (8)The parent-child relationship can explain the sibling relationship. The better adolescents perceive their parent-child relationship, the better is sibling relationship. (9)The parental differential treatment can explain the sibling relationship. The paternal differential treatment can explain the sibling negative relationship. The maternal differential treatment can explain the sibling positive relationship and the sibling negative relationship.

Suggestions are made according to the results shown above for adolescence, parents, school teachers and further studies.