A Study on Relationships between Students’ Perceptions of Parent-Child Relationship and Parental Involvement in Junior High Schools

• Main Authors: Wen-Hui Hsu, 許文輝
• Other Authors: Hsin-Yi Kung, Ph. D.
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/07342820178006905296

碩士 === 國立彰化師範大學 === 教育研究所 === 100 === This study explored the relationships between students’ perceptions of parent-child relationship and parental involvement in junior high schools from four counties in central Taiwan. This study was designed as an empirical quantitative research by adapting the research method of questionnaire survey. Eight hundred and thirty-five junior high school students from central Taiwan were selected as investigated samplings. The research instruments in this study included “The Questionnaire of Parent-Child Relationship” and “The Questionnaire of Parental Involvement of Junior High School Students’ Perceptions.” Data collected was analyzed by descriptive statistics, independent sample t-test, one-way ANOVA, Pearson product-moment correlation and multiple regression analysis. The research results were as follows: first, students had above average degree on the relationships of father- and mother-child, particularly on the factor of “instrumental function.” Second, students had below average degree on male parental involvement, with the significant tendency of “disagree.” Third, students had above average degree on female parental involvement, with the significant tendency of “agree.” Fourth, in terms of the father-child relationship, significant differences were found in gender, socioeconomic status and family structure. Fifth, in terms of the mother-child relationship, significant differences were found in gender, socioeconomic status and family structure. Sixth, in terms of male parental involvement, significant differences were found in gender, socioeconomic status and family structure. Seventh, in terms of female parental involvement, significant differences were found in gender, socioeconomic status and family structure. Eighth, there were significantly positive correlations between students’ perceptions of parent-child relationship and their parental involvement. Final, students’ perceptions of parent-child relationship can significantly predict parental involvement. Specifically, “the sense of being understood” was the strongest predictor. According to the findings, implication and suggestions for schools, parents, and future research were discussed.