國小學童母親信念、教養目標和教養行為之類型初探：兼論其與子女學業表現之關聯

Latent Class Analyses of Maternal Beliefs, Childrearing Goals, and Parenting Practices: Associations with Children’s Academic Performance

本研究主要目的是初步探究國小五年級男女學童母親信念、教養目標和教養行為的類型及其與學童學業表現的關聯。本研究對象為台北地區小學五年級學童及其母親共221對。本研究以母親信念4個題項、教養目標6個題項、教養行為6個題項作為指標，加以進行潛在類別分析。研究結果顯示男學童母親信念有2個類型，即「認知與經驗兼備信念」和「經驗優先信念」；而女學童母親信念之類型則為「經驗優先信念」、「消極否定信念」。男學童母親教養目標有2個類型，即「多元期待」和「品德和學歷」；女學童母親教養目標的類型則為「多元期待」、「品德和適性發展」。男學童母親教養行為有2個類型，即「多元方法」和「誘導學習」。女學童母親教養行為的類型則為「多元方法」、「指導」。至於母親信念、教養目標和教養行為的類型與學童學業表現的關聯，由階層迴歸分析結果得知，男學童母親教養行為若趨近「多元方法」，男學童社會和自然成績越好。女學童母親信念若為「經驗優先」，女學童數學和智育成績越好。

The aims of the present study were to analyze the latent classes of maternal beliefs, childrearing goals and parenting practices as well as to examine the associations between maternal beliefs, childrearing goals, parenting practices and children’s academic performance. A sample of 221 pairs of mothers and children were recruited from Taipei County. Results showed that the classes of beliefs, childrearing goals and parenting practices for mothers of boys were “beliefs of both of cognitive ability and experience” and “beliefs of experience”; ”multiple goals” and “goals of moral character and academic career”; as well as “multiple parenting practices” and “induction and learning”. As for mothers of girls, the classes were “beliefs of experience” and “beliefs of passivity and negativity”; ”multiple goals” and “goals of moral character and positive development”; as well as “multiple parenting practices” and “instruction”. With regard to the associations between maternal beliefs, childrearing goals, parenting practices and children’s academic performance, “multiple parenting practices” was important for boys’ grades of social science and nature science, but “beliefs of experiences” was important for girls’ grades of mathematics and knowledge education.