The Impact of Congruence of Parenting Style between Custodians and Teachers on Learning Achievement

• Main Authors: Lin, Tzu-Tsun, 林孜純
• Other Authors: Hung, Chao-Yang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/48177276093913292936

碩士 === 大葉大學 === 管理學院碩士在職專班 === 100 === The main purpose of this study is to explore the impact of congruence of parenting style between custodians and teachers on learning achievement. The fifth and the sixth grade students in Taichung City elementary schools were the subjects of this research. Based on the questionnaire survey, 458 valid samples were obtained by the convenience sampling. The data was analyzed by descriptive stratistics analysis, factor analysis, reliability analysis, Pearson’s product-moment correlation, one-way ANOVA and independent sample t-test. The results of this study are as follow: 1.The percentage of “Authoritative” in custodian parenting styles is highest. 2.The percentage of “Authoritative” in teacher discipline is highest. 3.The percentage of “different discipline” style in congruence of parenting style between custodians and teachers is highest. 4.Custodian parenting style has a significant effect on learning achievement. The students have highest learning achievement when their custodian parenting style is “Authoritative”. 5.Teacher discipline has a significant effect on learning achievement. The students have highest learning achievement when their teacher discipline is “Authoritative” and “Indulgent”. 6.Different congruence of parenting style between custodians and teachers has a significant difference on learning achievement. The students have highest learning achievement when their custodian-teacher discipline style is “Consistently Authoritative”. 7.Gender of student has not moderating effect on congruence of parenting style between custodians and teachers and learning achievement.