| 摘要: | 本研究旨在瞭解臺北地區國中生「父母教養方式」與「生活壓力」之現況，並瞭解不同「個人背景因素」之臺北地區國中生在「父母教養方式」及「生活壓力」上的差異情形、探討臺北地區國中生的「父母教養方式」、「生活壓力」之差異性。更進一步瞭解臺北地區國中生「父母教養方式」對「生活壓力」之預測力。
本研究係採「問卷調查法」進行資料蒐集與分析，並採「立意抽樣」方式進行施測，選取臺北市與新北市七至九年級之國中生為研究母群體，實得有效份數為485份，有效回收率為97.0%。使用之研究工具包括：「個人基本資料」、「父母教養方式量表」與「生活壓力量表」共三項。施測所得之資料以統計套裝軟體 SPSS for Windows 25.0 進行結果分析，分別以描述統計、單一樣本t檢定、單因子變異數分析、雪費事後比較、卡方檢定、皮爾遜積差相關及多元迴歸分析等統計方法加以分析。本研究結果如下：
一、臺北地區國中生「父母教養方式」與「生活壓力」之現況
（一）臺北地區國中生知覺父母教養子女的方式為要求孩子的行為規範較多；「父母教養方式」以「開明權威」為最多，「忽視冷漠」為最少。
（二）臺北地區國中生之「生活壓力」傾向於「中低程度」。其中以「學校課業」壓力為最高，「人際關係」壓力為最低。
二、臺北地區國中生「個人背景因素」與「父母教養方式」之差異情形
（一）臺北地區國中生之「父母教養方式」會因「家庭型態」不同而有顯著差異。其中，「雙親家庭」的父母教養方式多採用「開明權威」；在「單親家庭」的父母教養方式多採「專制獨裁」；在「隔代家庭與其他」的父母教養方式多採「寬容溺愛」或「忽視冷漠」。
（二）臺北地區國中生之「父母教養方式」會因整體「父母婚姻衝突」不同而有顯著差異。其中，臺北地區國中生之「父母婚姻衝突」越高，其知覺父母教養子女時的關懷行為反應就越少。
（三）臺北地區國中生之「父母教養方式」會因整體「親子關係」不同而有顯著差異。其中，臺北地區國中生與父母之「親子關係」越佳，其知覺父母教養子女時的關懷行為反應就越多；要求行為規範也越多。
三、臺北地區國中生「個人背景因素」與「生活壓力」之差異情形
（一）臺北地區國中生之整體「生活壓力」會因「年級」不同而有顯著差異。其中，「八年級」國中生之整體「生活壓力」高於「七年級」及「九年級」。
（二）臺北地區國中生之整體「生活壓力」會因「父母婚姻衝突」不同而有顯著差異。意即，臺北地區國中生之「父母婚姻衝突」越高，其「生活壓力」感受就越高。
（三）臺北地區國中生之整體「生活壓力」會因「親子關係」不同而有顯著差異。意即，臺北地區國中生與父母之「親子關係」越佳，其「生活壓力」感受就越低。
四、臺北地區國中生「父母教養方式」與「生活壓力」之差異性
臺北地區國中生知覺「父母教養方式」為「專制獨裁」者，其整體「生活壓力」高於其他「父母教養方式」者（「開明權威」、「寬容溺愛」及「忽視冷漠」）。
五、臺北地區國中生「父母教養方式」對「生活壓力」之預測力
（一）臺北地區國中生知覺父母教養子女的關懷行為反應越少、要求行為規範越多者，其「生活壓力」感受就越高，能預測17%的變異量。
（二）臺北地區國中生之「父母教養方式」為「專制獨裁」與「開明權威」者，其「生活壓力」感受就越高，能預測10%的變異量。
根據本研究之結論，建議國中生宜主動積極與父母溝通適合的教養與相處模式；在學校課業壓力方面，宜深入瞭解個人課業壓力的原因，積極面對並思考可解決的方法。如遇父母婚姻衝突，宜尋求方法調節自身情緒，以處遇父母衝突帶來之壓力。同時，國中生宜積極與家人分享生活，維持親子間的溝通與互動。此外，建議父母宜持續提升個人親職教養之知能，覺察個人對子女之教養是否合宜。而家長宜運用有效的社會支持網絡，讓家長在面對單親或隔代教養的青少年子女，能有正確的青少年教養觀念與態度。同時，夫妻宜審慎面對處理婚姻衝突，避免在子女面前發生爭執。而父母宜重視與經營親子關係，讓孩子瞭解父母對青少年子女的關懷與支持。最後，在學校教育方面，建議導師宜持續關懷學生之家庭、學習與身心狀況，保持親師溝通順暢，並且學校教育單位宜定期安排親職教養相關之講座活動；家庭教育中心宜積極宣導正確之親職教養觀念，提供家長對於青少年教養之相關增能研習，促進正向的親子關係。
This study investigates the current status of “parenting styles” and “life stress” among junior high school students in the Taipei metropolitan area. It examines the differences in “parenting styles” and “life stress” based on various “personal background factors,” and explores the relationship between these variables. Additionally, it assesses the predictive power of “parenting styles” on “life stress” among the target population.
The research employs a quantitative approach utilizing a questionnaire survey method. Purposive sampling was used to select participants from seventh to ninth-grade junior high school students in Taipei City and New Taipei City. A total of 485 valid responses were obtained, yielding an effective response rate of 97%. The research instruments comprised three components: (1) “Personal Background Information,” (2) “Parenting Styles Scale,” and (3) “Life Stress Scale.” Data analysis was conducted using SPSS for Windows 25.0, employing descriptive statistics, one-sample t-tests, one-way ANOVA with Scheffé's post-hoc comparisons, chi-square tests, Pearson's correlation coefficient, and multiple regression analysis.
Results:
1. Current Status of “Parenting Styles” and “Life Stress”
a) Junior high school students in the Taipei area perceive their parents' child-rearing methods as emphasizing behavioral norms. Among parenting styles, “authoritative” is most prevalent, while "neglectful” is least common.
b) The “life stress” levels of junior high school students in the Taipei area tend to be moderate to low. Among various stressors, “academic pressure” is reported as the highest, while “interpersonal relationship" stress is the lowest.
2. Differences in “Parenting Styles” Based on “Personal Background Factors” Among Junior High School Students in the Taipei Area
a) “Family structure” significantly influenced “parenting styles,” with two-parent families predominantly adopting “authoritative” parenting, single-parent families tending towards “authoritarian” parenting, and grandparent-led or other family structures often employing “permissive” or “neglectful styles.”
b) “Parental marital conflict” significantly influenced “parenting styles.” Higher levels of “parental marital conflict” correlated with lower perceived parental care behaviors.
c) “Parent-child relationship” significantly influenced “parenting styles.” Better “parent-child relationships” were associated with higher perceived parental care behaviors and behavioral norm expectations.
3. Differences in Life Stress Based on Personal Background Factors Among Junior High School Students in the Taipei Area
a) “Grade level” significantly influenced “life stress.” “Eighth-grade” students reported significantly higher overall “life stress” compared to “seventh and ninth-grade students.”
b) “Parental marital conflict” significantly influenced “life stress.” Higher levels of “parental marital conflict” correlated with increased perceived “life stress.”
c) “Parent-child relationship” significantly influenced “life stress.” Better “parent-child relationships” were associated with lower perceived “life stress.”
4. Differences in “Life Stress” Based on “Parenting Styles” Among Junior High School Students in the Taipei Area
Junior high school students who perceive their received “parenting style” as “authoritarian” report higher overall “life stress” compared to those experiencing other “parenting styles” (‘authoritative,” “permissive,” and “neglectful”).
5. Predictive Power of “Parenting Styles” on “Life Stress” Among Junior High School Students in the Taipei Area
a) Lower perceived parental care behaviors and higher behavioral norm expectations predicted higher “life stress,” accounting for 17% of the variance.
b) “Authoritarian” and “authoritative” “parenting styles” predicted higher “life stress,” accounting for 10% of the variance.
Based on the conclusions of this study, it is recommended that junior high school students actively communicate with their parents to establish suitable parenting and interaction models. Regarding academic stress, students should deeply understand the causes of their personal academic pressure, actively face it, and consider possible solutions. When encountering parental marital conflicts, students should seek methods to regulate their emotions to cope with the resulting stress. Simultaneously, junior high school students should actively share their lives with family members to maintain communication and interaction between parents and children.
Furthermore, it is suggested that parents continuously enhance their parenting knowledge and skills, and reflect on whether their parenting approaches are appropriate. Parents should utilize effective social support networks to ensure that those facing single parenthood or grandparent-led caregiving situations have correct concepts and attitudes towards adolescent parenting. Couples should cautiously address marital conflicts, avoiding arguments in front of their children. Parents should prioritize and nurture their relationship with their children, ensuring that adolescents understand their parents' care and support.
Lastly, in terms of school education, it is recommended that homeroom teachers continue to show concern for students' family situations, learning progress, and psychological well-being, maintaining smooth communication between parents and teachers. Educational institutions should regularly arrange lectures and activities related to parenting. Family education centers should actively promote correct parenting concepts, provide parents with relevant empowerment workshops on adolescent parenting, and foster positive parent-child relationships. |
