The Impact of Congruence of Parenting Style between Custodians and Teachers on Learning Stress
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 investigate the congruence of parenting style between custodians and teachers on the impact of learning stress. The subjects were se- nior grade students at public elementary schools in Taichung City. This study used “Q -...
| Main Authors: | , |
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2012
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| Online Access: | http://ndltd.ncl.edu.tw/handle/59699737387505052563 |
| Summary: | 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 investigate the congruence of parenting style between custodians and teachers on the impact of learning stress. The subjects were se- nior grade students at public elementary schools in Taichung City. This study used “Q - uestionnaire on the Parenting Style between Custodians and Teachers and Learning St- ress” as the research tool to collect data. A total of 677 valid samples were collected. The data were analyzed with descriptive statistics, correlation analysis, one-way ANOVA, and t test. The results are as follows:
1. The parenting style of custodians have a significant effect on learning stress: the le- arning stress of children perceiving “authoritative” parenting style of custodians is significantly lower than that of those perceiving “authoritarian” and “neglectful” p- arenting styles of custodians.
2. Teaching style has a significant effect on learning stress: the learning stress of chi- ldren perceiving “permissive” and “neglectful” teaching styles is significantly low- er than that of those perceiving “authoritarian” and “authoritative” styles.
3. Different congruence of parenting styles between custodians and teachers has a sig- nificant effect on learning stress: the learning stress of children perceiving “congru- ently permissive” style is significantly lower than that of those perceiving “congrue- ntly authoritarian” style.
4. Congruence or incongruence of parenting style between custodians and teachers has a significant effect on learning stress: the learning stress of children perceiving “inc- ongruent” parenting style is significantly lower than that of those perceiving “congr- uently authoritarian” style.
5. The gender of children does not have a moderating effect on the congruence of par- enting style between custodians and teachers and learning stress.
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