望子成龍女成鳳？教養信念在社經地位與家庭學習環境間的中介效果

陳美姿; 周麗端

doi:10.6251/BEP.202012_52(2).0006

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2024/01/01~2024/12/31

感谢试用，科学期刊库｜科学论文库，期间：2024/10/20~2025/01/20

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P365 - 388

社会科学 > 心理学
社会科学 > 教育学

DOI： 10.6251/BEP

书目管理工具

相关连结

问题回报

全文下载

望子成龙女成凤？教养信念在社经地位与家庭学习环境间的中介效果

Parents' High Expectations of Children to Become Successful? The Parenting Belief Mediating Effect between Socioeconomic Status and Home Learning Environment

陈美姿(Mei-Tzu Chen) ；周丽端(Li-Tuan Chou)

教育心理学报； 52 卷 2 期 (2020 / 12 / 01) ， P365 - 388

繁体中文 DOI： 10.6251/BEP.202012_52(2).0006

家庭学习环境；教养信念；华人教养； home learning environment ； parenting belief ； chinese cultural parenting

0 个人觉得这篇文章赞

摘要 │ 参考文献 (89) │ 被引用文献 (7) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

Family is the first environment in which individuals come into contact with the process of socialization; said process is a crucial part of children's lives and considerably influences them thereafter. Different parenting beliefs lead to parents exhibiting different parenting values and hence offering different learning environments for their children; this in turn can influence their parenting behavior. This study discussed the confluence of traditional Chinese culture and Western thought as well as parenting beliefs held by Taiwanese parents with young children. The actual circumstances of the home learning environment were considered. This research had three purposes: to understand parenting beliefs and the home learning environment that parents provide; to understand the relationship among socioeconomic status, parenting beliefs, and the home learning environment; and to determine whether the mediating effect of the model fit of parenting beliefs on the home learning environment is affected by socioeconomic status. The literature review focused on parenting beliefs, the home learning environment, and factors related to the aforementioned concepts. First, meanings, contents, and Chinese parents' parenting beliefs were discussed. Second, the meanings and contents were discussed. Third, factors influencing parenting beliefs and the home learning environment were analyzed, including the relationship between home socioeconomic status and parenting beliefs, the effect of home socioeconomic status on the home learning environment, and the relationship between parenting beliefs and the home learning environment. Samples were retrieved from a database established by Chien-Ju Chang (2019), and the database called Kids in Taiwan: National Longitudinal Study of Child Development and Care (KIT): KIT-M36 at 36 months old [Data file]. The sample comprised fathers or mothers of babies born between April 1, 2013, and March 31, 2014, including a total of 2,099 research participants. The research instrument was the Kids in Taiwan: National Longitudinal Study of Child Development and Care (KIT) questionnaire, which was planned and prepared from August 2011 to March 2016 by the Center for Educational Research and Evaluation, National Taiwan Normal University (NTNU) and the Department of Human Development and Family Studies, NTNU, both commissioned by the Ministry of Science and Technology. This study used SAS 9.4 to test the median of the questionnaire scale for variables and perform correlation analysis. Furthermore, the study used structural equation modeling in Mplus 8.0 to analyze whether the mediating effect of the model fit of parenting beliefs on the home learning environment is affected by socioeconomic status. The independent variable of this research was socioeconomic status. Based on the formula revised by Lin (2005) from Hollingshead's Two-Factor Index of Social Position (1957), the scores of respondents' socioeconomic status were calculated as follows: socioeconomic status education level job type . The mediator variable was parenting belief, which consists of three constructs: guan, teaching, and achievement expectations. The word ＂guan＂ means ＂caring＂ or even ＂love＂ as well as ＂ruling＂ in Asian countries. There were three questions for guan, two questions for teaching, and three questions for achievement expectations; on a 4-point scale, interviewees' correspondence levels were collected, and the median value of the scale was found to be 2.5. The home learning environment consisted of five constructs: environmental diversity, learning materials, learning stimulus, parental responsivity, and conditional discipline. There were four questions for environmental diversity, five for learning materials, five for learning stimulus, three for parental responsivity, and three for conditional discipline. On a 4-point scale, interviewees' correspondence levels were collected, and the median value of the scale was found to be 2.5. To determine the validity of the research instrument, through factor analyses, three constructs of parenting beliefs were independently attributed to one factor. The cumulative explanatory variation reached 68.55%, and five constructs in the home learning environment were independently attributed to one factor; the cumulative explanatory variation reached 62.00%. Regarding the reliability test, the internal consistency measured by Cronbach's α was .72 for total parenting beliefs, and Cronbach's α was between .64 and .66 for each construct; the Cronbach's α coefficient was .89 for the internal consistency of the total home learning environment and between .65 and .83 for each construct. The factor analysis and Cronbach's α revealed that the research instrument reached acceptable levels of validity and reliability. This research discussed the parenting beliefs of parents with young children, the home learning environment that parents provide, and the mediating effect of parenting beliefs on the relationship between socioeconomic status and the home learning environment under the confluence of traditional Chinese culture and Western thoughts. The main findings and conclusions are as follows: 1. In Taiwan, parents with young children still hold strict parenting beliefs. In Taiwan, parents of younger generations still hold a high level of guan and a ＂teaching＂ attitude toward their children; however, compared with parents in the past, they are seemingly not as strict. The results revealed that changes in parenting beliefs seem to have occurred; however, the research participants were parents with children under 36 months of age, and their expectations regarding their children's achievements may thus have not clearly manifested. Therefore, long-term studies are required to follow the trend. 2. In Taiwan, parents with young children provide a good home learning environment for their children. Today, most parents with young children tend to provide a good home learning environment for their children; especially in the constructs of a home learning environment, a positive relationship exists between conditional parenting and the home learning environment. However, whether conditional parenting does good or harms the development of young children requires further exploration. 3. The higher the socioeconomic status of parents, the less strict the discipline and lower the expectation of parents. In Taiwan, parents with higher socioeconomic status tend to be less strict with discipline and hold lower achievement expectations for their children compared with those on themselves; however, a relationship does not exist between parents' socioeconomic status and teaching beliefs. In addition, parents of a higher socioeconomic status provide a superior home learning environment for their children. Whether the introduction of Western parenting beliefs has influenced Taiwanese parents' parenting beliefs requires further discussion. 4. Although teaching does not exert a mediating effect on the relationship between socioeconomic status and the home learning environment, parents of all socioeconomic statuses place emphasis on teaching. Observed from the construct formula of this research, no significant relationship existed between home socioeconomic status and teaching; however, from the average analysis of teaching, parents of all socioeconomic statuses emphasize teaching. Furthermore, parents' focus on teaching contributes to the provision of a good home learning environment for children. 5. Guan and achievement expectation exert mediating effects on the relationship between socioeconomic status and the home learning environment. This research indicated that socioeconomic status influenced the aspects of learning materials, parental responsivity, and conditional parenting in the home learning environment through guan and achievement expectation. Parents with higher socioeconomic status tend not to hold overly high expectations for their children and know to assist their children's learning with an environment more conducive to learning. Parents with lower socioeconomic status tend to possess higher achievement expectations for their children; however, they may not know effective parenting methods and tend to rely on stricter discipline when parenting. Hence, parenting education may provide parents with lower socioeconomic status with appropriate parenting methods related to guan and achievement expectation and also help their young children's development with a positive and abundant home learning environment.

参考文献 ( 89 ) 〈TOP〉

王秀槐, H.-H.(2015)。从「以我为荣」到「证明自己」：华人文化脉络下知觉不同父母期待之大学生的生涯因应组型初探研究。辅导与谘商学报，37(1)，79-97。
连结：
王震武, J.-W.,林文瑛, W.-Y.(1998)。传统与现代华人的「士大夫观念」─阶级社会的素朴心理学分析。本土心理学研究，10，119-164。
连结：
林文瑛, W.-Y.(2003)。教养观背後的人性观—以能力观为例。本土心理学研究，20，253-293。
连结：
林郡雯, C.-W.,张建成, J.-C.(2008)。不同阶级国中生之文凭意象的探究。当代教育研究，16(4)，199-235。
连结：
张建成, C.-C.,陈珊华, S.-H.(2006)。生涯管教与行为管教的阶级差异：兼论家庭与学校文化的连续性。教育研究集刊，52(1)，129-161。
连结：

被引用文献 ( 7 ) 〈TOP〉

蔡毅桦,林妙容(2023)。亲子游戏治疗在台湾实践之适用与限制～从华人父母的角色与义务角度探析。辅导季刊，59(1)，13-24。
陈佳欣(2023)。台湾国小数学低成就学生之数学成就影响因素研究。教育学志，49，107-128。
黄湘纭,王玉珍(2021)。华人父母教养期许形塑经验与子女知觉期待之生涯因应。谘商心理与复健谘商学报，36，31-45。
锺志从,梁进龙,崔新玲,吴和堂(2023)。家庭环境影响幼儿语言发展因果关系之研究。教育心理学报，55(1)，1-24。
(2022)。以环境多样、学习材料、学习刺激对新住民幼儿及本地幼儿之认知能力、语言能力、社会能力与情绪能力的影响：多重中介模式检定。当代教育研究季刊，30(4)，41-43+45。

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址