澎湖縣國小隔代教養學童學校適應之研究

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題名:
澎湖縣國小隔代教養學童學校適應之研究
著者: 許文震; Shue, Wen-chen
陳惠萍; huey-ping Chen; 教管所課程與教學（澎湖）碩士班
主題: 隔代教養; 學校適應; grandparenting; school adapation
描述: 本研究旨在瞭解澎湖縣國小隔代教養學童家庭背景與學校適應之現況，並探討不同背景變項、不同隔代教養成因及不同隔代教養類型下之隔代教養學童之學校適應的差異情形。並瞭解隔代教養學童由祖父母教養之感受，以及班級導師對於班上隔代教養學童學校適應上之感受。調查研究工具係以自編之「國小學童在校適應問卷」，對澎湖縣國小四至六年級隔代教養學童做全面性的調查，調查結果以次數分配、百分比、平均數、標準差、t 考驗、單因子變異數分析及薛費法事後比較等統計方法，進行資料分析與討論；訪談調查工具為研究者本身歸納文獻及參考問卷，加以擬定數個開放性問題，訪談對象為縣內隔代教養學童比例最高之前五所國小四至六年級班級導師共十五名，分析其對班上隔代教養學童學校適應上的感受，及發現隔代教養學童所面臨的問題及相關意見，以作為資料分析之佐證。本研究經上述統計分析及訪談後，獲致下列研究結論：一、隔代教養學童人數以「六年級」居多；性別則以「女性」較多；家庭社經地位以「低社經地位」佔大部分；依親關係則以「依祖父母居多」；居住地區以「離島」比例較高；受撫養時間則以「九年以上」最高；祖父母介入照顧時段以「幼稚園以前」所佔比例最高；祖父母年齡以「63到69歲」居多；隔代教養成因以「父母親離婚、分居或再婚，而無法照顧」最多；隔代教養類型則以「日夜均由祖父母照顧」佔最多。二、隔代教養學童普遍認為「學校適應」情形大致良好（M＝2.82，四點式量表）。且以「同儕適應」最高，「自我適應」最低。三、隔代教養學童學校適應差異情形：（一）隔代教養學童「學校適應」情形會因「性別」、「居住地區」、「祖父母年齡」、「隔代教養成因」的不同而有顯著的差異。（二）隔代教養學童學校適應情形不因「年級」、「社經地位」、「依親對象」、「受撫養時間」、「祖父母介入照顧時段」及「不同隔代教養類型」的不同而有顯著的差異。四、隔代教養學童認為由祖父母照顧最大的優點為「生活起居受到較好的照顧」。五、隔代教養學童認為由祖父母照顧最大的缺點為「管教方式不適當」。六、導師們認為隔代教養學童學校適應情形尚佳，但在「學習適應」及「常規適應」方面仍較需受到關注與協助。最後依據研究結論，對隔代教養父母親、祖父母、學校及師長、教育行政機關及未來研究提出建議。
The objectives of the present study is to understand the family background of students raised under grandparenting and their, and probe into the background variables, the causes of grandparenting, the adaptation differences of students raised under different types of grandparenting. The present study also attempts to understand the feelings of students under grandparenting, and the teachers’ feeling toward students raised under grandparenting.The research tool was self-developed “Questionnaire on the Adaptation of Elementary School Students in School”. The subjects were fourth grade to six grade elementary school students who were raised under grandparenting in Penghu County. The data were analyzed with statistical methods, including frequency distribution, percentage, average means, standard deviation, t-test, one-way ANOVA, and Scheffe’s post-hoc comparison. The interview tool was literatures complied by the researcher and reference questionnaire, and included a few open-ended questions. The interview subjects were 15 fourth to sixth grades class advisors of five elementary schools that showed the highest ratio of students raised under grandparenting in Penghu County. The data were used to analyze teachers’ feelings toward the students’ adaptation in school, understand the problems faced by those students, and teachers’ opinions. Based on the statistic analysis and interview, the results are as follows: 1. The students raised under grandparenting are mostly “sixth graders”, “female”, in family of “low socioeconomic class”, living with “grandparents”, living in area of “offshore islands”, raised by grandparents for “9 years or more”, started raising by grandparents “before entering kindergarten”, whose grandparents are mostly “63-69 years old”, raised by grandparents because “parents were divorced, separated or remarried and were unable to take care of the child”, and are cared by grandparents “both day and night”. 2. The students raised under grandparenting believe that they adapt well in school (M＝2.82, 4-point scale), with the highest rating in “peer adaptation” and lowest in “self adaptation”. 3. The differences of adaptation of those students in school include:1) The adaptation of students raised under grandparenting varies due to “gender”, “area of residence”, “grandparents’ age”, and “cause of grandparenting”. 2) The adaptation of students raised under grandparenting is not affected by “grade level”, “socioeconomic class”, “caretaker”, “fostered period”, “time slots of grandparenting”, and “types of grandparenting”.4. The students raised under grandparenting believe that the main advantage of grandparenting is “daily living been well taken care”. 5. The students raised under grandparenting believe that the main disadvantage of grandparenting is “inappropriate discipline method”.6. Teachers believe that the adaptation of those students in school is fair, but their “learning adaptation” and “norm adaptation” should be concerned and assisted. Based on the results, suggestios were provided to grandparents, schools, teachers,educational administrative bureaus, and future researches.
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建立日期: 2005
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5397
資源來源: NUTN IR

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澎湖縣國小隔代教養學童學校適應之研究

許文震; Shue, Wen-chen 陳惠萍; huey-ping Chen; 教管所課程與教學（澎湖）碩士班 2005

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