The educational requirements of foreign spouses and the social supports.

• Main Authors: Shin-Lan Shiung, 熊辛蘭
• Other Authors: Juei-Chin Lee
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/22sc3x

碩士 === 靜宜大學 === 青少年兒童福利研究所 === 94 === Xing Lan Xiong：M.A. of Youth And Child Welfare & Social Welfare. Providence University, 2006 Subject：The educational requirements of foreign spouses and the social supports. Director：Dr. Lee,Juei Chin Page in thesis：103 Abstract The research was to explore the current status and the correlations between the educational requirements of the foreign spouses and the social supports. It was also the basis to scheme out the parental teaching plans. A questionnaire survey was adopted among the foreign spouses who attended the basic teaching classes for adults in Tai Chung County. There were 218 samples valid from 305 questionnaires. The research was analyzed by descriptive statistics, one-way ANOVA, T- test, Pearson product-moment correlation, and stepwise multiple regression. In General, the families of foreign spouses have been highly supported. It was considered urgent and necessary for the families to receive parental education. The coefficients between the educational requirements and the family supports were positively related. The correlative coefficient was .481; the regressive analysis was .05, which have reached the high standard remarkably. Therefore, the higher family supports required more parental educations. The conclusions of the research were as below： 1. The parental education requirements of the foreign spouses rank from the top were： the adaptation for living, the change of roles, the knowledge of baby / kid nurseries, the teachings for children, and the self-growth. 2. The requirements were obviously varied for the foreign spouses based on the differences of the educational background, numbers / age of children, family number, age of marriage, and family revenues. The foreign spouses with better education, more children, school-aged children, longer marriages, and higher family revenues required more knowledge for teachings of children. Those with fewer children, children at infant stages, and short period of marriages required more knowledge of baby / kid nurseries. Those with more family members required more for the adaptations for living. 3. The requirements were not obviously varied for the foreign spouses based on the differences of their original nationalities, educational backgrounds of their husbands, the routes to marriages, and family types. 4. The family supports were varied partly for foreign spouses based on different educational background, routes of marriages, family types, and number of family. Those with better education, routes of marriages were through jobs, families of the “nuclear, main-forced, and enlarged” types, and with more family members gained more supports. 5. The requirements were not obviously varied for the differences based on the original nationalities, educational background of the husbands, number / age of children, and family revenues of the foreign spouses. The findings of the research could provide suggestions for the parental education teaching plans, and for the references of further correlative researches. Key Words：the foreign spouse, parental education, family support