| 摘要: | 本研究旨在瞭解臺北地區大學生「家庭教育知覺」與「家庭教育需求」之現況，並瞭解不同「個人背景因素」與「家庭背景因素」之臺北地區大學生分別在「家庭教育知覺」與「家庭教育需求」上之差異情形與相關性；並進一步探討「個人背景因素」及「家庭背景因素」分別對臺北地區大學生「家庭教育知覺」及「家庭教育需求」之預測力。
本研究係採「調查法」進行資料的收集，並以「配額抽樣」之抽樣方式，選取就讀於臺北地區（臺北市、新北市）之大學學生為研究調查對象，正式施測樣本為500份，實得有效樣本數為481份，有效回收率97％。所使用之研究工具包括：「個人基本資料調查表」及「家庭教育知覺與需求量表」。施測所得資料以統計套裝軟體SPSS for Windows17.0進行結果分析，分別以敘述統計、單一樣本t檢定、獨立樣本t檢定、單因子變異數分析、雪費事後比較法、皮爾森積差相關以及多元迴歸分析等統計方法加以分析。本研究旨在探討臺北地區大學生家庭教育知覺與家庭教育需求之研究，主要研究結果如下：
一、臺北地區大學生「家庭教育知覺」與「家庭教育需求」之現況
1.臺北地區大學生在「整體家庭教育知覺」上，皆抱持很重要之看法。其中在「倫理教育知覺」層面所抱持之重要性看法最高；而在「其他家庭教育事項知覺」層面所抱持之重要性看法較低。
2.臺北地區大學生在「整體家庭教育需求」上，皆傾向於需要學習之看法。其中在「性別教育需求」層面傾向需要學習之看法最高；而在「其他家庭教育事項需求」層面傾向需要學習之看法較低。
二、不同「個人背景因素」及「家庭背景因素」之臺北地區大學生分別在「家庭教育知覺」上之差異情形
1.臺北地區「女性」大學生在「整體家庭教育知覺」及其各層面上，所抱持之重要性看法顯著高於「男性」大學生。
2.臺北地區大學生在「親職教育知覺」層面：「目前有交往對象」者所抱持之重要性看法顯著高於「曾經有交往對象」與「從未有交往經驗」者；在「性別教育知覺」層面：「目前有交往對象」者所抱持之重要性看法顯著高於「從未有交往經驗」者。
3.臺北地區大學生在「性別教育知覺」及「其他家庭教育事項知覺」層面：「有修讀相關課程」者所抱持之重要性看法顯著高於「沒有修讀相關課程」者。
4.臺北地區大學生在「家庭資源與管理教育知覺」層面：「父親教育程度」為「高中（職）畢」者所抱持之重要性看法顯著高於「父親教育程度」為「大學畢」者。
5.臺北地區大學生在「整體家庭教育知覺」：「母親教育程度」為「國中畢或以下」與「高中（職）畢」者所抱持之重要性看法顯著高於「大學畢」者；在「性別教育知覺」層面：「母親教育程度」為「高中（職）畢」者所抱持之重要性看法顯著高於「大學畢」者；在「婚姻教育知覺」層面：「母親教育程度」為「國中畢或以下」者所抱持之重要性看法顯著高於「大學畢」者。
6.臺北地區大學生之「父母婚姻和諧度」與「親職教育知覺」及「子職教育知覺」層面呈現顯著低程度之正相關；「性別教育知覺」層面呈現些微顯著程度之正相關。
7.臺北地區大學生之「家庭衝突情形」與「婚姻教育知覺」層面呈現顯著低程度之負相關。
三、不同「個人背景因素」及「家庭背景因素」之臺北地區大學生分別在「家庭教育需求」上之差異情形
1.臺北地區「女性」大學生在「整體家庭教育需求」及其各層面上，傾向需要學習之看法顯著高於「男性」大學生。
2.臺北地區大學生在「性別教育需求」層面：「目前有交往對象」者傾向需要學習之看法顯著高於「從未有交往經驗」者。
3.臺北地區大學生在「整體家庭教育需求」及「性別教育需求」、「婚姻教育需求」、「家庭資源與管理教育需求」及「其他家庭教育事項需求」各層面：「有修讀相關課程」者傾向需要學習之看法顯著高於「沒有修讀相關課程」者。
4.臺北地區大學生在「性別教育需求」層面：「有婚前性行為」經驗者傾向需要學習之看法顯著高於「沒有婚前性行為」經驗者。
5.臺北地區大學生之「父母婚姻和諧度」與「婚姻教育需求」層面呈現些微顯著程度之負相關。
6.臺北地區大學生之「家庭衝突情形」與「整體家庭教育需求」、「親職教育需求」、「性別教育需求」、「婚姻教育需求」、「倫理教育需求」、「家庭資源與管理教育需求」及「其他家庭教育事項需求」各層面呈現顯著低程度之負相關。
四、臺北地區大學生的「家庭教育知覺」與「家庭教育需求」之間相關情形
受試者之「整體家庭教育知覺」與「整體家庭教育需求」達顯著高程度之正相關。意即：臺北地區大學生之「整體家庭教育知覺」所抱持之重要性看法愈高，其「整體家庭教育需求」傾向需要學習之看法也就愈高。
五、臺北地區大學生「個人背景因素」與「家庭背景因素」分別對「家庭教育知覺」與「家庭教育需求」的解釋力情形
1.臺北地區之「女性」大學生，家庭型態為「三代同堂」、「父母婚姻和諧度」較佳，與「家庭衝突情形」傾向經常衝突之受試者，對「家庭教育知覺」愈抱持較重要之看法。
2.臺北地區之「女性」大學生，家庭型態為「三代同堂」與「家庭衝突情形」傾向經常衝突之受試者，對「家庭教育需求」愈傾向於較需要學習。
3.臺北地區之「女性」大學生，「父母婚姻和諧度」為較不和諧，與「整體家庭教育知覺」抱持較重要看法之受試者，對「家庭教育需求」傾向於較需要學習。
根據本研究的研究發現與結論，建議大學生宜瞭解現代家庭功能逐漸改變，體認家庭教育的目的與重要性，努力充實家庭教育相關知能，為日後奠定家庭幸福的基礎。此外，在家長的建議方面，父母宜透過建設性的溝通，適度關心子女交友狀況，給予必要的協助與輔導，引導子女建立正確的家庭教育認知與態度，樹立良好的家庭教育模範。再者，在學校的建議方面，學校宜瞭解學生在家庭教育上的需求，開設婚姻與家庭相關課程與活動，引發學生對家庭教育的重視，建立正向的家庭價值觀，為未來人生階段作準備。
The purpose of this study was to investigate the current status of the undergraduates’ “the perception of family education” and “the need of family education” in Taipei area, and the influences of “personal background” and “family background” on “the perception of family education” and “the need of family education”. Furthermore, the Indicators of “the perception of family education” and “the need of family education” were tested by “personal background” and “family background”.
In this study, a survey method was used for data, and proportionate stratified sampling was adopted on the samples of 500 undergraduates living in Taipei City and New Taipei City, among which 481 were valid returns (97%). Research instruments included a personal background questionnaire and perception for family education demand scale. SPSS for Windows 17.0 was used to analyze all the data collected with the approaches such as descriptive statistics, one sample t-test, independent samples t-test, one-way ANOVA, Scheffe’ Method, Pearson’s product-moment correlation and multiple regression analysis. With the aim of surveying the undergraduates’ the perception of family education and the need of family education, the major findings were as follows:
A. The current status of the undergraduates’ “the perception of family education” and “the need of family education” in Taipei area:
1. The undergraduates attaches great importance attitude to perception for family education. Of all the dimensions, “the perception of ethics education” shows the highest degree of acceptance; whereas, “the perception of other activities” shows the lowest degree of acceptance.
2. The undergraduates who tend to have more learning aspirations toward need for family education. Of all the dimensions “the need of gender education” shows the highest degree of learning acceptance; whereas, “the need of other activities” shows the lowest degree of learning acceptance.
B. The influence of “personal background” and “family background” on “perception for family education”.
1. The female undergraduates with more importance attitude toward the dimension of perception for family education than the male ones.
2. Based on the dimension of “the perception of parental education”, the undergraduates who are in a relationship have more considering the importance attitude than “ever have close heterosexual friends” and “never have close heterosexual friends”. On the dimension of “perception for gender education”, in a relationship have more considering the importance attitude than those never have close heterosexual friends.
3. Based on the dimension of “the perception of gender education” and “the perception of other activities”, the undergraduates who are study related courses have more considering the importance attitude than those are not.
4. Based on the dimension of “the perception of family resource management”
Father's education levels who are graduating from senior high school have more considering the importance attitude than undergraduates.
5. Based on the dimension of “the perception of family education”. Mother's education levels who are graduating from junior high school or senior high school have more considering the importance attitude than undergraduates. Based on the dimension of “the perception of gender education”, mother's education levels who are graduating from senior high school have more considering the importance attitude than undergraduates. Based on the dimension of “the perception of marital education”, mother's education levels who are graduating from junior high school have more considering the importance attitude than undergraduates.
6. There is “low”, positive and significant correlation between the undergraduates’ dimension of “harmony of parents”, “the perception of parental education” and “the perception of children education”. And there is “slightly low”, positive and significant correlation on the undergraduates’ dimension of “the perception of gender education”.
7. There is “low”, positive and significant correlation between the undergraduates’ dimension of “family conflict situations” and “the perception of marital education”.
C. The influence of “personal background” and “family background” on “the need of family education”.
1. The female undergraduates with more learning aspirations toward the dimension of need for family education than male undergraduates.
2. Based on the dimension of “the need of gender education”, the undergraduates who are in a relationship with more learning aspirations than those never have close heterosexual friends.
3. Based on the dimension of “need for family education”, “the need of gender education”, “the need of marital education”, “the need of family resource management” and “the need of other activities”, the undergraduates who are study related courses with more learning aspirations than those are not.
4. Based on the dimension of “the need of gender education”, the undergraduates who have premarital sex with more learning aspirations than those are not.
5. There is “low”, negative and significant correlation between the undergraduates’ “harmony of parents” and “the need of marital education”.
6. There is “low”, negative and significant correlation between the undergraduates’ “family conflict situations”, “the need of family education”, “the need of parental education”, “the need of gender education”, “the need of marital education”, “the need of ethics education”, “the need of family resource management” and “the need of other activities”.
D. The correlation between the undergraduates’ “the perception of family education” and “the need of family education”
As a whole, there is low, positive and significant correlation between the participants’ “the perception of family education” and “the need of family education”. In other words, the more the undergraduates accept the importance of considering family education perception attitude; the more learning aspirations toward need for family education they have.
E. The explanation of “the perception of family education” and “the need of family education” by “personal background” and “family background”.
1. If the undergraduates are female, three generational families have harmony of marriage family and have family conflict constantly, and then they appear to accept the importance of considering family education perception attitude.
2. If the undergraduates are female, three generational families and have family conflict constantly, then they tend to have more learning aspirations toward need for family education.
3. If the undergraduates are female, have disharmony of marriage family, and accept the importance of considering family education perception attitude, then they tend to have more learning aspirations toward need for family education.
According to the conclusion of this study, it is suggested that college students should be aware of the function of modern family is gradually changing and realize the purpose and the importance of family education. Also efforts to improve family education related knowledge to establish the happiness of the family in the future. Besides, on the aspect of the parents, parents should concern about their children’s interpersonal relationships moderately through the constructive communication, in addition, they can also support them the necessary guidance and assistance to establish the correct awareness, attitude and set a good model of family education. Furthermore, on the aspect of the school, school should understand the family education needs of students and set up the family-marriage education courses and activities. To arouse students’ emphasis on family education and build up a positive family values to prepare them for the next stage of life. |
