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| ???org.dspace.app.webui.jsptag.ItemTag.dcfield??? | Value | Language |
|---|---|---|
| dc.contributor.advisor | 業光輝 | |
| dc.contributor.author | Yi-Qian Wang | en |
| dc.contributor.author | 王逸倩 | zh_TW |
| dc.date.accessioned | 2021-06-16T02:45:48Z | - |
| dc.date.available | 2016-07-20 | |
| dc.date.copyright | 2015-07-20 | |
| dc.date.issued | 2015 | |
| dc.date.submitted | 2015-07-17 | |
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| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/54230 | - |
| dc.description.abstract | 本研究主要探討台灣與中國大陸兩地大學生在自主性發展上的差異，並指出這差異是透過父母教養方式的中介，進而影響其自主性發展程度。根據Baumrind（1991）觀點，父母教養方式可區分為四種類型：威權專制、開明權威、寬鬆放任和忽視冷漠；而 Yeh與Yang（2006）的雙元自主性模型觀點主張，自主性是一種進行自我管理並展現自由意志的適應能力，它可區分成個體化與關係兩種取向。本研究主張，父母開明權威教養方式與兩種取向自主性的正向發展密切關聯，而威權專制教養方式則會抑制兩種自主性的發展。由於中國大陸自從1964年以來經歷了一系列社會結構變化導致的家庭內部父母權威的衰落以及1979年起實行的「一胎化」政策，促使中國大陸的父母，相對於台灣的父母，更傾向以子女作為家庭功能運作的中心，並且逐漸改由傳統的威權專制轉向開明權威的方式來教養小孩，因此本研究預測兩地大學生的自主性發展，會透過父母開明權威及威權專制教養方式中介作用產生影響。本研究經以大陸（254名）和台灣（250名）大學生的資料進行分析，結果發現：（1）開明權威教養方式和子女的個體化及關係自主性呈現正相關，而威權專制則與兩種自主性呈現負相關；（2）大陸相較台灣的父母採用較多的開明權威教養方式，而台灣相較大陸採用較多的威權專制教養方式；（3）開明權威的父母教養方式作為中介變項，影響著兩地區大學生在雙元自主性發展程度上的差異。研究結果大致符合本研究提出的假設預測，論文最後提出本研究的限制與值得未來繼續深入探討的研究方向。 | zh_TW |
| dc.description.abstract | The main purpose of this study was to explore the relationships between college students’ perceived parenting styles with the development of their individual autonomy (IA) and relating autonomy (RA). Also, this study tried to compare the differences between parenting styles in Mainland China and Taiwan. According to Baumrind (1991)’s typology, the parenting styles can be seen as varying along two orthogonal dimensions, demandingness and responsiveness, and yield four types of parenting styles: authoritative (high in responsiveness and high in demandingness), authoritarian (low in responsiveness and high in demandingness), permissive (high in responsiveness and low in demandingness), and rejecting-neglecting (low in responsiveness and low in demandingness). Moreover, We attempted to operationalized the autonomy based on Yeh and Yang’s Dual Autonomy Model(DAM), in which IA highlights the fulfilling of personal distinctive features , and RA highlights the considering interpersonal harmony and quality of relationship. Furthermore, the absolute authority of parents has been declined due to the social structural changes happened in post-Mao China. Also, the one-child policy has been strictly enforced in Mainland China since 1979 in order to take control of population
growth and benefit economic development. Due to these changes, parents of Chinese family, compared to their counterparts in Taiwan, are more likely to use the authoritative parenting style. Participants included 254 college students from Mainland China and 252 college students from Taiwan. As hypothesized, the results shown that authoritative yielded positive relationships with IA and RA and authoritarian was negatively related with both orientations of autonomy. Moreover, compared to parents in Taiwan, parents in Mainland China inclined to use more authoritative parenting style, which contribute differently to the extent of college students’ development of IA and RA. Thirdly, authoritative parenting style played a mediator role of the association between nation and the development of dual autonomy. These findings provide further insight in the complex dynamics in autonomy and parenting styles in national contexts. Discussion focuses on the implications of the relationship between authoritative and authoritarian parenting and autonomous development in Mainland China and Taiwan. | en |
| dc.description.provenance | Made available in DSpace on 2021-06-16T02:45:48Z (GMT). No. of bitstreams: 1 ntu-104-R02227129-1.pdf: 2073200 bytes, checksum: ae48dda1531e39591bc7924c3173b27c (MD5) Previous issue date: 2015 | en |
| dc.description.tableofcontents | 第一章 緒論 1
第二章 文獻回顧 3 第一節 父母教養方式 3 第二節 自主性 5 第三節 雙元自主性 7 第四節 自主性定義不清帶來的問題 8 第五節 教養方式與雙元自主性的關係 10 第六節 台灣和中國大陸共同的華人文化 11 第七節 中國大陸的特殊性 13 第八節 地區－教養方式－雙元自主性 15 第三章 研究方法 17 第一節 研究對象 18 第二節 測量工具 19 壹、 父母教養方式 20 貳、 雙元自主性 23 第三節 控制變項 26 壹、 人口統計變項 26 第四章 結果 27 第一節 主要研究變相的描述統計和相關係數 27 第二節 SEM多樣本比較模型的假設檢定 28 壹、 雙元自主性的平均數結構CFA 28 貳、 父母教養方式的平均數結構CFA 28 參、地區－教養方式－自主性三者間的中介模型檢驗 31 第五章 總結與討論 34 第一節 研究總結 34 壹、「開明權威」和「威權專制」教養方式對子女自主性發展的效果 34 貳、大陸和台灣父母對於「開明權威」和「威權專制」的使用 36 參、 教養方式作為中介變項影響不同地區大學生自主性發展 37 第二節 研究貢獻 38 壹、以雙元自主性為研究基礎探討其與教養方式的關係 38 貳、直接比較台灣與中國大陸父母教養方式 38 參、父母教養方式對大學生子女的影響 39 第三節 研究限制和未來方向 39 壹、 因果推論 39 貳、 納入其他教養方式 40 參、 可能的混淆因素 40 第六章 參考文獻 42 附錄一. 父母教養方式量表 49 附錄二. 青少年自主性量表 51 附錄三 參與研究說明書 53 | |
| dc.language.iso | zh-TW | |
| dc.subject | 關係自主性 | zh_TW |
| dc.subject | 開明權威教養 | zh_TW |
| dc.subject | 威權專制教養 | zh_TW |
| dc.subject | 個體化自主性 | zh_TW |
| dc.subject | 開明權威教養 | zh_TW |
| dc.subject | 威權專制教養 | zh_TW |
| dc.subject | 關係自主性 | zh_TW |
| dc.subject | 個體化自主性 | zh_TW |
| dc.subject | authoritarian parenting | en |
| dc.subject | authoritative parenting | en |
| dc.subject | authoritarian parenting | en |
| dc.subject | individuating autonomy | en |
| dc.subject | relating autonomy | en |
| dc.subject | authoritative parenting | en |
| dc.subject | individuating autonomy | en |
| dc.subject | relating autonomy | en |
| dc.title | 大陸與台灣父母教養方式的差異及其對兩地大學生子女雙元自主性的影響 | zh_TW |
| dc.title | Parenting style and its impact on college students’ individuating and relating autonomy: A comparison of Taiwan and Mainland China | en |
| dc.type | Thesis | |
| dc.date.schoolyear | 103-2 | |
| dc.description.degree | 碩士 | |
| dc.contributor.oralexamcommittee | 陸洛,周玉慧 | |
| dc.subject.keyword | 開明權威教養,威權專制教養,個體化自主性,關係自主性, | zh_TW |
| dc.subject.keyword | authoritative parenting,authoritarian parenting,individuating autonomy,relating autonomy, | en |
| dc.relation.page | 54 | |
| dc.rights.note | 有償授權 | |
| dc.date.accepted | 2015-07-20 | |
| dc.contributor.author-college | 理學院 | zh_TW |
| dc.contributor.author-dept | 心理學研究所 | zh_TW |
| Appears in Collections: | 心理學系 | |
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| ntu-104-1.pdf Restricted Access | 2.02 MB | Adobe PDF |
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