學業努力與成果：華人親子間的概念傳遞

Abstract

學業上的努力與成果以及家長的學業參與對於成長於儒家社會中的孩子之學習歷程中有舉足輕重的意義，然而，過去研究鮮少將努力與成績同時放在家長學業參與的情境中討論。本研究之目標為探討華人家庭對於學業努力與學業成績概念的社會化歷程。共有48對就讀台北、桃園地區的國小中高年級的孩子及其家長 (平均年齡: Mean = 10.71, SD = 1.11) 參與問卷施測。分析一之目標為發展測量工具，除賦予各變項實際的操作型定義，並透過項目分析檢驗各工具的心理計量特性並進行修正。分析二旨在探討家長對「努力及成績為孩子的義務」的看法如何預測其針對努力與成績的教養方式。路徑分析結果支持家長視「孩子有努力的義務」的想法為一工具性目標，而認為「孩子有獲得好成績的義務」才為其根本目標；亦即發現：在控制住家長「孩子有獲得好成績的義務」的看法後，家長視「孩子有努力的義務」的想法無法預測其對努力與成績的教養方式。分析三亦透過路徑分析了解家長分別針對努力與成績的教養方式，是否會同主題及跨主題預測孩子所覺知家長對「努力及成績為孩子的義務」的看法。研究結果部分支持此假設。研究四探討孩子所覺知家長對「努力及成績為孩子的義務」的看法對孩子學業壓力的預測力，以及親子關聯感作為調節因子的效果，並以依戀關係測量中的避風港變項做為親子關連感的測量工具。調節迴歸分析結果支持親子之間的關聯感能緩衝孩子覺知家長視努力為孩子的義務與孩子的學業壓力之間的關係，可視其為此學業情境中的保護因子。

Academic effort and outcome emphases along with parental involvement in children’s academics are important characteristics of Confucius-heritage societies. Nonetheless, to the best of found knowledge, no studies have investigated into parental academic involvement regarding both academic effort and outcome obligation. The present study performed four analyses to explore parental academic socialization regarding academic effort and outcome among 48 dyads of elementary-school-aged children and their parents in Taiwan (child’s age: Mean = 10.71 years, SD = 1.11). A preliminary analysis was conducted to operationalize and establish the variables of interest with item analyses. The second analysis investigated how parent’s concepts of child’s academic obligation of effort and outcome simultaneously predict their parenting practices over effort and outcome with path analysis. The result supported our proposition that academic effort concept was instrumental to achieving academic outcome, and parents strategically masked their outcome concept with effort-oriented practices. The third analysis was conducted with path analysis to explore how children perceive their parent’s concepts of effort and outcome obligation of them from the corresponding parenting practices. The results partially supported our hypothesis that children perceived both parental concepts of children’s effort and outcome obligations from parenting practices over effort and also perceived both concepts from parenting practices over outcome. The final study investigated into the possibility that perceived parental concepts of child’s effort and outcome obligation could relate to children’s academic stress when also putting parent-child relatedness into consideration. Moderation analysis revealed that children’s felt safe haven availability from their parents was a protective factor against the effect of perceived parental concept of children’s effort on children’s academic stress.