[ 摘要 ]

本研究旨在了解原住民大專學生知覺的親子關係與其學校生活適應之情形，並進一步探討大專原住民學生知覺的親子關係對其學校生活適應之關係。

本研究採用問卷調查法，研究對象為台灣地區大專院校的原住民在學學生。問卷採用「親子關係量表」及「學校生活適應量表」等研究工具，進行問卷調查，共得有效問卷354份。研究資料經描述性統計、因素分析、皮爾森積差相關，以及多元迴歸等統計方法進行分析。本研究主要結果如下：

一、大專原住民子女知覺到與父母的親子關係中，以親近感、喜歡和權力三個分層面得分較高，顯示子女明顯的感受到父母對子女權力和子女主觀感受對父母的親近感和喜歡。

二、大專原住民學生在學校生活適應中，以常規適應和同儕關係上得 分最高，顯示在這兩個部份適應較好。

三、大專原住民學生知覺親子關係有性別上差異，女生高於男生；居住地的差異，山地籍學生高於平地原住民學生。

四、大專原住民學生學校生活適應在信仰上有差異，有信仰的同學在適應上的情形，較没有信仰的同學好；在居住地上差異，山地原住民學生適應較平地及都巿的學生好。

五、大專原住民學生知覺的親子關係與其學校生活適應之間有正相關。大專原住民知覺的親子關係愈高，其在學校生活適應愈好，

尤其以親子關係中，子女知覺與父母親近感愈高或對父母的認同愈高，則在其學校生活適應上的族群認同則愈高。

六、大專原住民學生知覺的親子關係對其學校生活適應情形進行多元迴歸分析，發現大專原住民學生所知覺的親子關係可以有效解釋其學校生活適應之情形。

依據研究結果與分析提出具體之建議，以提供原住民學生、家長、原住民學生服務工作者及日後相關研究之參考。

[ 英文摘要 ]

The purpose of the current study is to understand how the relations between perceived parent-child relationships were related to school adjustment among aboriginal college

students.



The study was a cross-sectional survey study. Participants were 354 aboriginal college students in Taiwan. Two questionnaires, the parent-child relationship scale and student school adjustment scale, were implemented in this study. Statistic methods included descriptive statistics, factor analysis, Pearson correlation, and multiple regression. Research findings are:



1. Participants scored high on three dimensions of the parent-child

relationships, which were Intimacy, Likeness, and Power.



2. Participants scored high on two dimensions of the school adjustment,

which were Adjusted to Rules and Peer Relations.



3. For the total score of parent-child relationships, females scored higher

than did males, students living in mountain areas scored higher than did

who living in rural areas。

4. For the total score of school adjustment, students who had a religious

faith scored higher than who had no religious faith and students

living in mountain areas scored higher than students living in rural and

urban areas.



5. Perceived parent-child relationships were positively related to school

adjustment. In specific, the higher the students felt intimate with their

parents and the higher the students felt identified with their parents, the

better they adjusted to school life.



6. Multiple regression implied that parent-child relationships significantly

explained the variations of school adjustment among aboriginal college

students.



The study made further suggestions for aboriginal students, their parents as well as educators, based on the research findings.