兩代母親建設性教養行為之代間傳遞

Intergenerational Maternal Transmission of Constructive Parenting

本研究旨在瞭解兩代母親各自的建設性教養行為，即包含情感表達、兒童監督、溝通、母親參與和紀律五個面向，並探究兩代母親之間建設性教養行為連續與不連續之處，以及影響兩代建設性教養行為連續或不連續的因素。本研究以質性研究法之半結構式訪談法進行，研究對象為居住於臺灣中部地區的三對母女，且第二代母親分別育有至少一位學前階段的女兒。本研究的重要發現如下：一、第一代母親的教養行為與建設性教養行為內涵差異較大，僅有紀律面向較相似。第二代母親的教養行為與建設性教養行為五個面向的定義相當接近。二、兩代母親的建設性教養行為代間連續最多之面向為紀律，代間不連續最多之面向為情感表達、溝通與母親參與。三、第二代母親的代間連續教養行為深受第一代母親的影響，而影響代間不連續行為的因素多為第二代母親的生活經驗。四、第二代母親的建設性教養行為較文獻中建設性教養行為的內涵更廣泛，例如：第二代母親在「情感表達」面向還包含分享自身事情，於「母親參與」面向還出現親師溝通的行為與強調希望有屬於自己的時間，在「紀律」面向則重視品格教育。

This study was to investigate how mothers of two generations parenting theirchildren， if constructive parenting has intergenerational continuity or discontinuity， and the factors influencing parenting. This thesis used semi-structured interviews tounderstand parenting over two generations. The participants consisted of three mothers (first generation mothers) and their daughters (second generation mothers). These daughters， themselves， also have at least one preschool aged daughter. The pertinent findings of this research are as follows: 1. First generation mothers’ parenting behaviors are different fromthe contents of constructive parenting， only in dimension of discipline their parenting are similar to constructive parenting. Second generation mothers’ parenting behaviorsare coincide with constructive parenting in all five dimensions (affection expression， monitoring， communication， involvement， discipline). 2. Regarding continuity， discipline is the most consistent dimension of constructive parenting between two generations. Concerning discontinuities of constructive parenting across generations， the dimensions of affection expression， communication and involvement show the most intergenerational differences between mothers. 3. For intergenerational continuity of constructive parenting， second generation mothers aredeeply influencedby the first generation mothers. The second generation mothers’life experiences are the main factors to discontinuity of constructive parenting. 4. The results obtained concerning constructive parenting supplement previous researches. For example， the expressions of affection from second generation mothers include sharing their own experiences. The involvement of second generation mothers include parent-teacher communication and needs of having private time. As to discipline， second generation mothers paying more attention in character development.