An Investigation of Parental Bonding and Self-concept in Deviant Behavior of the Students in the Elementary School

• Main Authors: Yi- Chen Hsu, 許憶真
• Other Authors: Ren-Ho Mu
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/76134348917659149812

碩士 === 靜宜大學 === 青少年兒童福利研究所 === 92 === The main purposes of this study are as follows: 1. Exploring the correlation exists or not between different parental bonding and the deviation from students in the elementary school. 2. Investigating variant personal background (educational level, socioeconomic statues) is relevant to parental bonding or not. 3. Exploring parental bonding would vary with the gender of students in the elementary school or not. 4. Wising out the correlation is between parental bonding and self-concept of elementary school students. 5. Investigating if the parents’ background would influence the self-concept of students in the elementary school. 6. Exploring if the parents’ background would influence the deviant behavior of students in the elementary school. 7. Exploring the correlation exists in deviant behavior and self-concept of the students in the elementary school. 8. Investigating that different parental bonding and students’ self-concept would have some correlation among their deviant behavior. 9. The findings of this study could be used as a reference for family, school, society and counseling profession to improve parent-children interaction. A questionnaire survey was conducted. The subject of the study focus on the students in the public elementary school in Taichung, including 10 public schools and 23 classes. Form the 738 questionnaires, there were 635 valid samples were collected. The collected data was based on the fifth and sixth grades, sampling by random. The research adopted “parental bonding scale”, “self-concept scale” and “deviant behavior scale” as instrument. The data was analyzed by following statistical methods, descriptive statistics, percentage, one-way ANOVA, chi-square test, Pearson product-moment correlation, and stepwise multiple regression. The conclusions of this study are as follows: 1. Parental bonding among elementary school students varied according to students’ gender. 2. According to their educational level, there are many discrepancies in fathers’ bonding of the students in the elementary school. The well- educated fathers prefer “authoritative” attitude and the lower ones take “ignoring” attitude. 3. Parental bonding varied due to different socioeconomic statues of parents. The parents at better socioeconomic statues have “authoritative” mindset.Parents however who take “ignoring” attitude usually at the lower socioeconomic statues. 4. Parents have higher educational levels, and the more positive self-concept students have. 5. The better socioeconomic statues of parents and students have the more positive self-concept. 6. The students in the elementary school deviant behavior varies due to their fathers’ socioeconomic statues. 7. Self-concept of the elementary school Students’ varies according to their parents’ bonding; especially, if parents’ have “authoritative” mindset, students’ self-concept will get higher mean scores. 8. If parents’ bonding is belong to “ignoring” style, the average grade of elementary school students’ deviant behavior reaches the top. 9. Students get higher scores deviation in the elementary school, and they get the lower self-concept vice versa. 10. The most predictable variables in order of precedence are: “self- family”, “self-satisfaction”, “self-ability” ,“self-image”, mothers’ “authoritative” and fathers’ “authoritarian” attitude. The finding of this study would provide suggestions for parents, family, schools, and teachers to improve parental bonding and professional counseling.