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

• Main Authors: Hui-ling Liu, 劉惠玲
• Other Authors: Chao-yang Hong
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/59699737387505052563

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.