教育工作須應用心理學知識及研究方法，才能收事半功倍之效，此為不爭之論。然今日我國各級學校實際教育工作中，鮮有從事教育研究者，此又眾所公認之事實。推究其原因，固然受升學主義之影響、及教員待遇過菲薄；然而我們目前經過標準化之測驗寥寥無幾，實施手續又極繁複，致被認為各種測驗之應用及各項教育研究之進行，非專家不能擔任。因此教育研究屬於專家的工作；各級學校的教師憑經驗教學，互不關連。 許多標準的測驗，固然手續繁複，非專家不能實施，然即此認為中小學教師無法進行有益的研究，不免因噎廢食，故筆者不揣淺陋，用較簡單方法，研究教育實際問題。又因群性的培養，為我國向所缺乏，而今日民主社會中群性訓練又極重要，我國教育對學生群性之培養，刻不容緩，是以筆者決定用社會測量法（sociometry），研究兒童的社會關係。 本文共分兩大部分，第一部分是以一般心理學理論，說明影響兒童社會關係之因素，共五章。第二部分報告調查研究本省兒童社會關係的結果，並提出對家庭教育與學校教育的建議，共六章。全文謬誤之處諒必不少，尚請各專家多予匡正。 本研究得力於指導教授胡秉正教授、劉所長白如先生、程法泌教授、黃堅厚教授、路君約教授等恩師之諄諄教誨，及垂楊國校、成功國校、和平國校、銘傳國校、政大實小等各校校長、教導和老師們鼎力協助，謹此一并敬致謝忱。

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第19199号 / 人博第740号 / 新制||人||177(附属図書館) / 27||人博||740(吉田南総合図書館) / 32191 / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 小山 静子, 教授 多賀 茂, 准教授 倉石 一郎, 渡辺 和行 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

本論文一冊，共計十二萬字左右，內容分為六章十六節。前言。第一章陳果夫的家世 與早年，說明其家世背景，家庭教育與學校教育、革命思想的萌芽、及參與革命活動 的經過。第二章協助黃埔建軍，說明基在上海以經商為名以利掩護革命工作，並且為 軍校採辦軍品及募兵招生的情形。第三章整理黨務恢復黨權，說明其赴奧參與黨務工 作，並改組中央黨部與整理全國黨務的經過。第四章參與中央黨務學校的創辦，說明 其參與創辦的經過。第五章創立中央廣播無線電台，說明其創辦中央廣播電台的經過 ，及其對教育文化的貢獻。結論。

本研究採用台灣教育長期追蹤資料庫(TEPS)的調查結果，對當前台灣地區國中生家庭教育資源組成結構進行次級資料分析，並探討家庭教育資源與學生學業表現之間的關連性。本研究目的在對家庭教育資源概念提出一探索性概念模型，並經由結構分析的方式，探討家庭教育資源的組成面向之內部結構組成。經由類型學的分析方法，本研究企圖區分出家庭教育資源弱勢與優勢的不同類型，並進行不同類型之間與學業表現的比較。結果發現家庭教育資源的弱勢類型與優勢類型彼此之間的在學業表現上的確存有明顯差異。因此分析結果也驗證了本研究所提出之模型架構與學業表現之間的關連性。 本研究將家庭教育資源區分為經濟性資源與非經濟性資源等二個理論面向，進一步將經濟性資源區分為顯性經濟資源與隱性經濟資源等二個次要面向；而非經濟性資源區分為家庭組成型態、家庭成員互動、家長教育參與、以及家長教育職業等四個次面向。本研究在方法論上採取近似性結構分析方法對各個不同次面向的組成結構進行資源結構近似性之分析。透過結構近似性分析本研究發現不同的家庭教育資源之內部組成結構的確存在某些近似性類型。同時研究探討不同家庭教育資源結構組成類型與學業表現之間的關連性，茲將研究發現摘要如下： 一、家庭居住安排的不同類型中，家長是否缺位為最重要的居住安排類型；且家長是否缺位與學業表現有明顯的關連性存在。同時家庭子女數太多對學業表現也有不利影響。 二、家庭成員互動與學業表現有密切的關係，尤其是家長採取的不同管教方式與學業表現有關；同時親子之間不同的衝突型式所代表的資源性意義並不相同。 三、家長不同的教育參與對子女學業表現影響有所不同，家長在家庭內的教育參與行為與子女的學業表現有關；家長對子女的教育期望與子女的學業表現有明顯的關連；而家長對學校活動的參與在本研究中並未發現與子女學業表現有明顯相關。 四、家長教育職業背景與子女學業表現有明顯關係，低教育職業背景對子女有不利的影響；而高教育職業背景與學業表現有正面關連性存在。 五、家庭經濟資源，不管是顯性或隱性資源，與學生學業表現有明顯關連性存在。家庭經濟情況較佳者，家庭投入較多的資源提供子女學習各種課外活動者對學業表現有較為正面向影響；而家庭經濟情況較差者與從未參加過任何課外學習活動者學業表現較差。 綜言之，本研究發現缺位型家庭、手足人數較多、家長採取較為忽略消極型的管教、親子之間發生外向性衝突、家長低教育職業背景、家庭經濟情況較差、以及家庭從未投入任何課外活動學習資源的學生為弱勢類型的學生；反之，完整型家庭、手足人數較少、家長採取較為積極關心管教、家長關心子女的學業及生活、家長教育職業背景較高、家庭經濟情況較佳、以及持續提供資源供給子女學習課外活動者為相對優勢的類型。同時，弱勢與優勢類型相較，前者明顯對學業表現有不利的影響。根據研究結論建議，相關的教育工作政策制定者及執行者，以及研究者應該投入更多的資源對家庭教育資源弱勢類型的學生進行補救及輔導，以達成社會正義的目標。 除了發現家庭教育資源與學業表現之間的關連性外，本研究在方法論上也突破先前研究對於資料測量層次造成的限制，嘗試經由近似性結構分析的方法，對類別性的資料進行類型學的分析，從而擴大了不同的資料分析方法及概念建構的可行性。 / This study analyzes the constitution structure of family educational resources of Taiwan arena Junior High School students and its connection with academic achievement of students. The secondary data is adapted from Taiwan Education Panel Survey (TEPS). The goal of this study is to propose an explorative conceptual framework of family educational resources, and investigate the internal constitution structure of its different constitutional dimensions. This study tries to distinguish the relative advantage and disadvantage types of family educational resources by typology method and make a comparison on academic achievement between these different types. The results show that there are significant differences between the advantage and disadvantage types on academic achievement. Accordingly, the results support our proposed model and its connection with academic achievement of students. This study divide family educational resources into two different theoretical dimensions: economic and non-economic resources and subdivide the economic resources into two sub-dimensions of apparent and unapparent resources; subdivide the non-economic resources into four sub-dimensions of family constitution structure, family member interaction, parents involvement, and parents’ education and occupation. The methodology of this study is to analyze the constitutional structures of these sub-dimensions by proximities structure analysis. The results show that there are similarities structure patterns within the constitutional structures of family educational resources. Meanwhile, the results show that there are connections between the different types of family educational resources and academic achievement. Author summarizes the findings as follows: 1. The different types of residential arrangements, the absence of parents is a very crucial type and is very obviously connection with academic achievement. The number of siblings is also crucial to academic achievement. 2. Family members’ interaction is crucial to academic achievement; especially the discipline styles of parents are influential to achievement of their children; meanwhile, the different conflict types of parents and children are very different resources meanings per se. 3. The different educational involvement behaviors are influential to children’s academic achievement, but it depends on the types of behaviors. Parents’ educational involvements within family are influential to children’s achievement; parents’ education expectations to their children are influential to their children; parents’ involvements with school are not found significant connections with academic achievement. 4. The education and occupation backgrounds of parents are found to be a very crucial factor to their children’s achievement, low level background is negative to achievement, and high level background is positive to achievement. 5. Family economic resources whichever apparent or unapparent are crucial to children’s achievement. Those who are richer and invest more resources on extraclass learning are found positive correlation with achievement; those who are poorer and never invest any resources on extraclass learning are found negative correlation with achievement. To summarize, our research found that those who are parent absence, the number of siblings are more than three, parent’s discipline style is negative and ignored, extrovertive conflict between parents and children, low level of parents’ education and occupation background, the poor and the family never invest any resources on extraclass learning are the disadvantage type; in contrast, those who are parent are not absence, the number of siblings are less than two, parent’s discipline style are positive and concerned, parents concern about children’s learning, high level of parents education and occupation background, the richer and invest more on extraclass learning are advantage type. The two different types of family educational resources are different on academic achievement. The performances on academic achievement of the advantages are better than the disadvantages. For the ultimate goal of social justices, results suggest that the educational policy makers, the teachers and researchers should invest more resources on the disadvantages. In additions, this study penetrates the limitations of data measurement level which distract earlier researchers. By proximities structures analysis method, we analyze the categorical data with typology methodology, and enlarge the landscape of secondary data analysis and possibilities of construction of conceptual frameworks.

本研究目的在探討家長諮詢訓練方案對提昇輔導志工自我效能，以及改善家長教養行為的實驗成效。實驗處理為家長諮詢訓練方案，其內容以諮詢服務的觀點，結合父母效能系統訓練和焦點解決短期治療的理念與技術。研究對象以台北縣家庭教育中心的輔導志工48人（實驗組和控制組各24人），以及接受輔導志工諮詢的家長31人（實驗組18人，控制組13人），研究工具為輔導志工自我效能量表以及父母教養行為量表。資料處理採二因子混合設計變異數分析。研究結果發現，接受訓練方案之實驗組輔導志工較控制組輔導志工在自我效能有顯著的提昇；接受訓練方案之輔導志工較控制組輔導志工，其親職諮詢對父母的教養行為改善有顯著效果。本研究的結論顯示家長諮詢訓練方案確實能提昇輔導志工自我效能及有效改善家長教養行為，並據此對家庭教育中心的親職諮詢、親職教育、諮商實務和未來研究提出具體建議。 / This study aimed at examining the effectiveness of parental consultation training program applied to volunteer counselors and the indirect effect of the training program on parental nurture behaviors. Forty eight participants of volunteer counselors in Taipei Family Education Center were randomly divided into experimental and control groups.Thirty one parents received consultation service participated in this study.The measures were volunteer counselors self-efficacy scale and parental nurture behaviors scale. Analysis of the statistical data utilized two-way mixed ANOVA. Results indicated that the self-efficacy of the volunteer counselors in experimental group were significantly higher than those in control group after the training program and follow-up.The parents of experimental group in parental nurture behaviors was higher than those control group. This study demonstrates that the parental consultation training program is effective in enchancing self-efficacy of volunteer counselors and in improving the parental nurture behaviors. Suggestions regarding parental consultation, parental education, and counseling practice for family education center are proposed in the future research.