黃世琤教授 Professor Shih-Tseng Tina Huang

林俊瑩邱欣怡葉芝君

東華大學幼兒教育學系

過去研究發現家長管教子女方式對孩子日後的身心發展、學習與生活適應影響甚鉅，不過到底是什麼因素影響到家長對子女的管教方式，由過去相關研究並不容易得到較清楚的答案，特別是針對學前教育階段所進行的研究仍不多見。基於此，本研究於2008 年以問卷方式收集了986 位花蓮縣市幼稚園所學生家長資料，建構一個解釋影響學前幼兒家長管教子女方式的因果模式，並以「教養價值觀」做為中介變項，來解釋不同社經背景與幼年受管教經驗的幼兒家長之管教子女方式有所差異的原因，及檢視其管教子女方式是否受到社會化與代間傳遞作用的影響。本研究結果為：（1）幼兒家長普遍較常使用「理性開通」的方式來管教子女，但使用「威權責罰」的管教情形也很常見，另外，相較之下，現在的家長比其父母更常運用「理性開通」，而較少運用「威權責罰」的方式來管教子女；（2）不同社經背景的幼兒家長之管教子女方式並沒有太大的差異；（3）幼年受管教經驗與家長的教養價值觀對其現在管教子女方式具有顯著的影響；以及（4）幼年受管教經驗不同的幼兒家長之管教子女方式有所差異的原因，可部分歸因於其子女教養價值觀有所不同。以上結果顯示學前幼兒家長管教子女的方式，有明顯地社會化與代間傳遞的效果。

關鍵字
子女管教方式、幼年受管教經驗、代間傳遞、社經背景、社會化、教養價值觀、學前教育

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