A Study on the Relationship among Parenting Style, Learning Stress, and Subjective Well-being of Elementary School Children

• Main Authors: Hsien-Chen Huang, 黃瀗瑱
• Other Authors: Mi-Tao Chen
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/87124157279054277768

碩士 === 國立高雄師範大學 === 教育學系 === 95 === The purpose of this study is to explore the relationship among parenting style, learning stress and subjective well-being of elementary school children. The four purposes of this study are to find out the present situation of elementary school children’s subjective well-being, to compare the different subjective well-being status of elementary school children according to their background variables, parenting style, and learning stress, to analyze the relationship among parenting style, learning stress and subjective well-being of elementary school children, and to explore how elementary school children’s background variables, parenting style, and learning stress to predict subjective well-being. The method of this study is questionnaire survey. The subjects of this study are 1017 5th and 6th graders of public elementary school (528 boys and 489 girls) from 34 classes in 17 Kaohsiung municipal elementary schools. The subjects are tested with the instruments including Basic Information Questionnaire, Parenting Style Scale, Learning Stress Scale, and Well-being Scale. The data are analyzed by descriptive statistics, ANOVA, MANOVA, and stepwise multiple regression. The main findings of the study are as follows： 1. The subjective well-being of elementary school children in Kaohsiung is above average. 2. The subjective well-being of elementary school children have close relation to their sex. Girls have higher subjective well-being than boys. 3. The subjective well-being of elementary school children of the 5th grade is higher than that of the 6th grade. 4. The subjective well-being of elementary school children is related to birth order. The only child and the first-born apparently have higher subjective well-being than the middle-born. 5. How many children they have is related to the elementary school children’s subjective well-being. The elementary school children who have fewer siblings show higher subjective well-being than those who have more siblings in the family. 6. The subjective well-being of elementary school children is related to family structure. Children from extended families have higher subjective well-being than those from the other families. 7. The family socio-economic status influences the elementary school children’s subjective well-being. Children whose families enjoy higher socio-economic status have higher subjective well-being. 8. Parenting style plays a key role in the elementary school children’s subjective well-being. 9. Learning stress is related to elementary school children’s subjective well-being. Children with low learning stress showed higher subjective well-being. 10. The number of siblings influences the children’s subjective well-being with different learning stress. 11. School children’s background variables, parenting styles and learning stress may serve as predictors of their subjective well-being. Based on the conclusions of this research, some suggestions are made as a reference for the elementary school children’s parents, schools, governments, and future researchers.