| Summary: | 碩士 === 國立中央大學 === 客家語文暨社會科學學系客家研究碩士在職專班 === 106 === This study aims to explore generational difference of Taiwan Hakka mothers’ parenting. Based on Bandura’s (Albert Bandura,1925~) social learning theory, it focuses on Hakka mothers of aged generation above 55 years old (they were born before 1962) in Taoyuan area and those of young generation below 40 years old (they were born after 1977). By semi-structural interview of qualitative research, it interviewed respectively 6 mothers from the generations, including 12 subjects. According to social learning theory, humans’ learning behavior depends on mutual effect among environmental factors, individuals’ cognition of people and things in the environment and individuals’ behavior. In social situations, individuals’ behavior is changed by others’ effect. Learning is based on observation and imitation. Based on social learning theory, this study attempts to find how Hakka mothers’ parenting shows the inheritance and difference of generations.
According to research findings, as to inheritance of generations, in terms of behavior requirement in daily lives, Hakka mothers of two generations all ask the children to share housework assigned by parents and recognize the necessity of physical punishment. They insist that children should follow parents’ requests. They value honesty and manner the most. They do not allow children to demand by crying and screaming. As to academic learning, they pay attention to children’s learning attitude. They do not punish children due to inferior academic performance. They concern about bullying on campus. Main parent-teacher communication channel is communication book and telephone; as to cultural inheritance, they value filial piety and thrifty and they first act as the models. They identify with importance of Hakka inheritance. They are all helpless; as to expectation toward the grown-up children, two generations anticipate their children to get married and have children to complete their lives.
Generation gap: as to requirement of daily life behavior, they change from the cognition that children should assist with housework and the purpose is to allow them to finish the work to the situation in which they ask the children to help the housework and pay attention to parent-children communication and children’s learning. As to children’s arrangement of personal goods, they change from having the habit of arrangement and cherishing the goods to being constantly reminded by parents and annoying the parents. As to encouragement to children, they change from verbal encouragement to oral praise, physical contact such as hugs and material reward; as to academic learning, they change from value of academic study to multiple extracurricular learning; as to mothers’ participation in learning, they change from passive participation in basic school activities to active participation in school and extracurricular activities; as to cultural inheritance, their recognition of diligence changes from emphasis of work division and activeness to independency and undertaking of personal responsibility; as to worshipping ancestors, they change from value and requirement of children’s participation in tomb sweeping to passive participation with husbands’ families and participation is considerably reduced. They do not ask their children to worship themselves in the future; as to their expectation toward grown-up children’s job: they change from value of recognition of personal duties and diligence to the job which children are interested in and enjoy.
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