| Summary: | 碩士 === 中原大學 === 教育研究所 === 95 === The Relationships among Perceived Parenting Style, Teacher Discipline and Depressive Mood of Junior High School Students.
Abstract
This study aims at investigating the correlation among parenting style, discipline style and secondary students’ depressive mood. The survey method was cluster random sampling. First, choose one school separately from areas of cities and villages and towns, and scales are above 50 classes. Then, choose the eighth-grade teachers and students as the subjects from the two schools. Valid sample included 19 eighth-grade teachers and 665 eighth-grade students. The data were analyzed by using the statistics of description, t-test, one-way ANOVA ,two-way ANOVA and stepwise.
The conclusions are as the following:
1、Secondary students’ depressive mood were affected by their school area(city and villages and towns), family situation(parents and single parent), class rank last semester, and the satisfaction degree of self academic achievement.
2、The students who perceived authoritative parenting style on Father had less depressive mood than the students who perceived neglect parenting style on Father.
3、The students who perceived authoritative parenting style on Mother had less depressive mood than the students who perceived authoritarian parenting style on Mother.
4、The students who perceived authoritative parenting style had less depressive mood than the students who perceived authoritarian and neglect parenting styles.
5、The students who perceived the discipline style of negotiator had less depressive mood than the students who perceived the discipline style of enforcer.
6、The students who perceived neglect parenting style on Mother and the discipline style of enforcer had less depressive mood.
7、The reflection on Father, the teachers’ discipline style of enforcer and the teachers’ discipline style of support have the prediction on students’ depressive mood.
Finally, according to the conclusions, I will provide concrete suggestions for the families, schools, educational administrations and researchers in the future.
|
|---|
