國小兒童於親子衝突情境中角色取替能力的發展及其相關因素的探討
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2006
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Abstract
本研究之主要目的有二：一為以Selman（1980）的人際知覺理論為架構，進行對國小兒童於親子衝突情境中的角色取替能力發展之了解；另一為探討影響親子衝突情境中之角色取替能力發展的相關因素，包含性別、年齡、家庭社經地位、認知能力、教養知覺與孝順信念等。
研究對象為台北縣新店市某國小一至六年級學童，每年級男女各三名，合計36人。研究者透過自編的結構性晤談活動評定國小兒童親子衝突情境中角色取替能力的發展層次，並以教養知覺量表、孝順信念量表測得其教養知覺與孝順信念，再利用次數及百分比之描述性統計、百分比同質性考驗、獨立性考驗、單因子變異數分析來呈現與分析各變項之間的關係，茲將本研究的研究結果摘述如下：
一、國小兒童於親子衝突情境下的角色取替能力隨著年齡而逐漸提升。
二、兒童的認知能力與親子衝突情境下的角色取替能力的發展有顯著相關。
三、不同性別、家庭社經背景、兒童對父母親的教養知覺與孝順信念之國小兒童於親子衝突情境下的角色取替能力之發展無顯著差異。
There are two purposes of this study. One is to explore the development of role-taking ability in parent-child conflict situations during the period of elementary school, based on Selman’s（1980）interpersonal understanding theory. The other is to investigate the relationships between the role-taking ability of elementary school children in parent-child conflict situations and the related factors of gender difference, SES, children’s cognitive ability, children’s perception of parental child-rearing attitude, and children’s filial belief. Thirty-six subjects from the first to the sixth grade, three boys and three girls respectively, were recruited from a primary school in Taipei county, Taiwan. The structured interview procedure was used to examine the development as levels of role-taking ability in parent-child conflict situations. In addition, two scales used in the study were “Scale of Child’s Perception of Parental Child-rearing Attitude” and “Scale of Child’s Filial Belief”. The data was analyzed by “descriptive statistics”, “Pearson’s Chi-square test”, “coefficient of contingency” and “one-way ANOVA”. The findings of this study are as follows: 1.The participated children’s role-taking ability, in the situations of parent-child conflicts, increases with age. 2.There is significant relationship between the development of role-taking ability of the elementary school children in parent-child conflict situations and the children’s cognitive ability. 3.There are no significant relationships between the role-taking ability of the elementary school children in parent-child conflict situations and the factors of gender difference, SES, children’s perception of parental child-rearing attitude, and children’s filial belief.
There are two purposes of this study. One is to explore the development of role-taking ability in parent-child conflict situations during the period of elementary school, based on Selman’s（1980）interpersonal understanding theory. The other is to investigate the relationships between the role-taking ability of elementary school children in parent-child conflict situations and the related factors of gender difference, SES, children’s cognitive ability, children’s perception of parental child-rearing attitude, and children’s filial belief. Thirty-six subjects from the first to the sixth grade, three boys and three girls respectively, were recruited from a primary school in Taipei county, Taiwan. The structured interview procedure was used to examine the development as levels of role-taking ability in parent-child conflict situations. In addition, two scales used in the study were “Scale of Child’s Perception of Parental Child-rearing Attitude” and “Scale of Child’s Filial Belief”. The data was analyzed by “descriptive statistics”, “Pearson’s Chi-square test”, “coefficient of contingency” and “one-way ANOVA”. The findings of this study are as follows: 1.The participated children’s role-taking ability, in the situations of parent-child conflicts, increases with age. 2.There is significant relationship between the development of role-taking ability of the elementary school children in parent-child conflict situations and the children’s cognitive ability. 3.There are no significant relationships between the role-taking ability of the elementary school children in parent-child conflict situations and the factors of gender difference, SES, children’s perception of parental child-rearing attitude, and children’s filial belief.
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國小兒童, 親子衝突, 角色取替能力, 認知能力, 技能理論, 教養知覺, 孝順信念, Elementary School Children, Parent-child Conflict, Role-taking Ability, Cognitive Ability, Skill Theory, Child's Perception of Child-rearing Attitude, Filial Belief