文學文本是複雜的意義結構，是由語言層面和文化層面交織而成的場域，本論文所選用之概念分析法，是為綜合性質的文本分析法，並透過作者意象(Образ автора)、概念化(Концептуализация)與類別化(Категоризация)等分析過程，總結文學文本中語言和文化所結合呈現出的主導概念，重新詮釋文學文本的面貌。 高爾基是為二十世紀初俄羅斯文化的代表作家，對於其著作《懺悔》的分析在近一個世紀以來，往往帶有著政治性與片面性的解讀，故本論文的主旨，在於運用概念分析法的分析角度進入作品，給予高爾基著作新的解釋，並重新確立高爾基及其著作《懺悔》在俄羅斯文學史中的地位與價值。

青少女未婚懷孕已是我國重要的社會議題之一。多數的青少女在發現懷孕後，面臨一連串的抉擇，少女將思考是否生育，以及選擇將孩子留養、出養或寄養。然而，選擇留養後的青少女，多數面臨親職與經濟的壓力而無法持續就學。 本研究以質性研究深度訪談的方式，企圖瞭解青少女母親在留養後，回歸學校的校園生活，探討青少女母親的復學因素、復學適應，以及學校輔導系統提供的服務內涵。研究最終訪談九位青少女母親，研究結果發現： 1. 青少女母親的復學因素，包含主要因素與使能因素。主要因素為少女個人對於完成學業的想望；使能因素共有四項，包括：「家庭因素」、「學校因素」、「社會因素」及「其他因素」。此外，少女的復學因素與擔任親職及婚姻狀態(生活經驗)相關聯。 2. 青少女孕期的校園生活經驗，與物理空間環境、老師與同儕的態度有關。在復學適應部分，面臨「學習適應」與「人際關係適應」，少女復學適應與少女的生活經驗具有關聯性，少女亦隨著學校風氣規範及老師、同儕的態度不同，其適應的議題有所差異。 3. 青少女母親就學之學校輔導部分，包含懷孕與復學期間兩部分。孕期的學校輔導服務分為學校支持性措施、個人輔導與重要他人協談；復學之輔導服務將與學校的作法和少女接受輔導服務之意願具有關聯性，亦影響少女所接受的服務內涵。 研究結果證實青少女母親穩定就學原因，與少女不同的生活經驗、不同的就學歷程，再加上學校風氣與上課規範不同，少女所要適應的議題具有個別性。少女在就讀學校選擇的考量，包含上課路程近、上課時間短，以及選擇規範不嚴格的學校為主要。在學校部分，校方提供通融作法、學校輔導服務以及家庭支持程度是少女回歸校園的重要關鍵。研究者依據研究結果提出實務上與學術上的建議。 / “Unmarried pregnant adolescents” has become one of the important social issues in Taiwan. When most adolescent girls were found pregnant, they are facing a series of choices, they need consider whether to give birth, whether to keep and raise the baby, as well as the option to leave the baby to child support or foster care. However, when adolescent girls choose to keep and raise the babies, a majority of them are facing financial stress and the pressure of parenting. Thus their education can no longer sustained. In this qualitative research, we use in-depth interviews in order to understand the following aspects. First, when adolescent mothers choose to keep and raise the baby, what their campus lives are going to be like when they return to school. Second, to explore the factors of adolescent mothers’ re-enrolling, as well as the adaptation for continuing their education. Third, the counseling service content provided by the school counseling system. This study finally interviewed nine adolescent mothers, and the findings are as followed: 1. The factors for adolescent mothers to re-enroll include main factors and enabling factors. The main factors are teenage mothers’ personal desire to complete their studies. As for the enabling factors, there are a total of four prospects, including: "family factors", "school factors", "social factors" and "other factors." In addition to this, re-enrolling factors for teenage mothers are related to their roles in parenting and marital status (life experiences). 2. The campus life these adolescent mothers experiences during pregnancy, are related to the physical environment, as well as teachers and peers’ attitudes. In the aspect of “Re-enrolling Adaptation, these girls are facing “learning adaptation” and "interpersonal adaptation". Teenage mothers’ re-enrolling adaptation is related to their life experiences. Besides, with different school climate, teachers’ and peers’ attitudes, these influences can also affect teenage girls’ adaptations. 3. Teenage mothers’ enrolling school counseling service, includes two parts; the pregnancy part and the re-enrolling part. Pregnancy counseling services are divided into “school support measures”, “individual counseling” and “joint counselling with significant others”. Counselling service after their returns to school is related to school measures and the teenage mother’s willingness to accept counselling service. And these aspects would also affect the service content these adolescent mothers receive. The study results confirmed that, the reason for adolescent mothers to have a stable re-enrolling are related to their different life experiences, different school histories, coupled with the different school climates and regulations. Thus teenage girls’ adaptation issue is individualized. Their choices for attending school includes, distance from home to school, the length of school time, and a more tolerant school regulations. Beside, with the school offering accommodating standards, counseling services and also with family support; these are the key for adolescent mothers to re-enroll. The researcher has made the recommendations above, both in practical practice and academic fields, based on this research.

本研究旨在探討新北市國中學生母親管教方式、知覺關係霸凌與憂鬱行為表現之關係。以立意取樣選取新北市之公立國民中學學生共501人進行問卷調查。調查結果採用描述性統計、t 檢定、單因子變異數、皮爾森積差相關、逐步多元迴歸等統計方法進行資料分析。主要研究結果如下： 一、新北市國中學生知覺受到關係霸凌的概況為中等偏低的程度。 二、新北市國中女學生知覺受到整體關係霸凌，顯著高於男學生。 三、新北市國中七年級學生知覺受到整體關係霸凌，顯著高於九年級學生。 四、不同家中排行的新北市國中學生知覺受到整體關係霸凌未達顯著差異。 五、學校規模「60班以上」的學生知覺受到整體關係霸凌，顯著高於「24班含以下」及「25至59班」的學生。 六、新北市國中學生母親採用「反應」或「要求」的管教方式，與其知覺受到整體關係霸凌間無顯著相關。 七、在不同背景變項下，新北市國中學生知覺受到整體關係霸凌與憂鬱行為表現，有顯著正相關。 八、新北市國中學生知覺受到「關係操弄」及「散播謠言」方式的關係霸凌、母親較少採用「反應」的管教方式，能有效預測其憂鬱行為表現，解釋總變異量為25.4％。 九、新北市國中學生知覺受到「關係操弄」方式的關係霸凌，為最重要預測其憂鬱行為表現的變項。 　　本研究根據上述結果加以討論，並分別針對學校單位、教育行政主管機關及未來研究提出建議，以供後續相關實務工作及研究之參考。 / The purpose of this study is to discuss the relationship between mother parenting style, relational bullying and depressive behavior among the junior high school students in new Taipei city.501 students selected from the junior high school of new Taipei city.The data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson correlation analysis, and Multiple Stepwise Regression. The main findings were as follows: 1.The student’s perception of relational bullying victimization is at lower-medium level. 2.The perception of relational bullying in female students is obviously higher than male students. 3.The perception of relational bullying in seventh-grade students is obviously higher than ninth-grade students. 4.The perception of relational bullying of students in different birth order has no significant difference. 5.The perception of relational bullying of students in the school over 60 classes is obviously higher than the students in the school less than 24 classes and in the school of 25 to 59 classes. 6.There is no significant difference between mother’s parenting style and the perception of relational bullying. 7.There is a positive relationship between the perception of relational bullying and the students depressive behavior. 8.The perception of the relation’s manipulation, spreading rumors and the Responses of mother’s parenting style shows the obvious predictors of student’s depressive behavior. The explaination of the total variance is approximately 25.4%. 9.The perception of relation’s manipulation of bullying are the most indicator of the student’s depressive behavior. 　 Follow by the discussions of the results, there is several suggestions for the schools, the educational administrative authorities, and further researchers.

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第23278号 / 人博第993号 / 新制||人||235(附属図書館) / 2020||人博||993(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生文明学専攻 / (主査)教授 江田 憲治, 教授 細見 和之, 教授 太田 出 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

本研究應用分析的理論涉及女性主義對「性別（gender）」、「母職（motherhood）」的觀點、後現代女性主義強調「多元差異」的觀點、傳播效果研究的認知說服、沈默螺旋、Pierre Bourdieu的日常生活言行理論、Michael Foucault的自我技術等相關論點、黃光國的「人情與面子」理論等。根據本研究的研究興趣，以台灣都會地區作為本研究的文化場域，以在「坐月子」時期一邊補身、一邊瘦身的現代產婦為研究對象，欲釐清：在既有的社會結構（傳統醫療（中醫）鼓勵「坐月子補身」論述／媒體瘦身廣告鼓吹的後現代苗條論述）限制下，她們追求什麼樣的身體健康觀及身體美學觀？其身體主體如何成為「相對自主」的行動者（agency）？ 本研究獲得的啟發是：15位受訪產婦其實並沒有太大的自主性，只是可以引述場域中不同的論述、在論述之間做選擇，論述選擇本身範圍雖然變寬一點，但仍有社會結構的框架在。固然，她們追求生殖母體性感化的過程中，能獲得秀異的社會位置或是引以為傲的成就感，但畢竟瘦身場域是一個由資本主義商業邏輯所建構出來場域，這個場域所形塑出來的辣媽身體意象或是新的母親角色，還是不脫窄化女體價值觀、物化女性角色的作法，並且在瘦身場域所獲得的秀異也不一定保證能延伸到其他場域。因此，生殖母體不一定非得在主流論述場域（例如：傳統父權場域、資本主義商業邏輯場域）中追求秀異位置，也要開發在其它場域（小型、另類）中追求秀異位置的可能性。

在人際互動中，衝突幾乎是不可避免，常常發生的事，而衝突解決的策略是要經過學習才能得到。由於在孩子社會行為學習的過程中，母親扮演著重要的角色，因此本研究著重於了解母親教導的衝突解決策略及所使用的內容，是如何透過孩子的知覺而對其選擇衝突解決策略有所影響。在分別對三年級及六年級的孩子及其家長施測後，分析的結果顯示出：不同年級的孩子所選用的衝突解決策略有所不同。其不同在於三年級的孩子較六年級的孩子常使用行動權力及分離退讓的策略，較少使用語言權力的策略。母親在教導協商輪流､行動權力､語言權力時，對二個年級孩子的教導沒有任何的差異。只有在教導分離退讓及尋求幫助的策略時，較多的母親會教導三年級的孩子使用這二種策略。母親教導的策略對孩子選擇衝突解決策略的影響有二：(1)孩子正確的知覺到母親教導過的策略，形成一個與教導策略相對應的『母親希望我在衝突時使用此策略』的信念，而會選擇相對應的衝突解決策略。(2)孩子會主動的解釋母親教導的策略。母親教導策略時，所使用的內容對孩子的知覺有所影響，其影響在於當母親以對方心理感受為內容教導孩子尋求幫助的策略時，孩子較能正確的知覺到母親的教導。當母親以雙方關係為內容教導不同年級孩子相同的策略時，不同年級的孩子會知覺到不同的策略。 目 錄 第一章 緒論 1 第一節 動機與目的 1 第二節 名詞詮釋 6 第二章 文獻探討 9 第一節 衝突 9 第二節 母親教導對孩子社會行為的影響 19 第三節 研究架構 41 第四節 研究假設 43 第三章 研究方法 45 第一節 研究對象 45 第二節 研究工具 46 第三節 施測程序 60 第四章 研究結果 61 第一節 母親教導孩子衝突解決的策略 62 第二節 孩子對母親教導的認知 76 第三節 孩子衝突解決策略 98 第四節 總結 108 第五章 討論 121 第一節 孩子衝突解決策略的選擇及其發展趨勢 121 第二節 母親教導對孩子選擇衝突解決策略的影響 125 第三節 檢討及建議 152 參考文獻 157 附錄 附錄3-1 量表形式的確定 165 附錄3-2 孩子衝突解決量表 169 附錄3-3 母親在開放性問卷中反應的衝突解決策略 179 附錄3-4 母親對結構性問卷反應的衝突解決策略 185 附錄3-5 母親教導衝突解決量 189 附錄3-6 量表之再測信度 199 附錄4-1 交互作用事後考驗 205 表-附-4-1 影響孩子知覺到母親教導尋求幫助策略 的迴歸分析 205 附錄4-2 相關的交叉次數分配表 207 表-附-4-2-1 孩子在衝突中選擇的策略與孩子認為母 親希望他使用策略間的次數分配 207 表-附-4-2-2 孩子在衝突中所選擇的策略與母親希望 他使用策略間的次數分配 207 表-附-4-2-3 母親希望孩子使用的策略與孩子認為母 親希望他使用策略間的次數分配 207 圖 表 目 錄 表4-1 母親教導孩子要使用五種策略的考驗 63 表4-2 母親教導孩子不要使用五種策略的百分比及考驗 65 表4-3 母親教導孩子要使用五種策略時所告知的內容 67 表4-4 母親教導孩子不要使用五種策略時所告知的內容 71 表4-5 孩子知覺到母親所教導五種解決策略的百分比及卡方考驗 77 表4-6 孩子知覺到母親教導不要使用五種策略的百分比及卡方考驗 78 表4-7 孩子知覺到母親教導要使用策略的迴歸分析 82 表4-8 孩子知覺到母親教導不要使用策略的迴歸分析 85 表4-9 孩子知覺到母親教導策略的重要預測變項 88 表4-10 孩子知覺到母親希望他選擇解決策略的百分比 89 表4-11 影響孩子知覺到母親希望他使用解決策略的預測變項 91 表4-12 孩子認為母親希望他使用策略的重要預測變 97 表4-13 孩子在衝突中使用五種策略的百分比及卡方考驗 98 表4-14 孩子衝突時選擇解決策略分配 100 表4-15 孩子在突時選擇策略的回歸分析 104 表4-16 影響孩子使用衝突解決策略的總表 107 圖3-1 研究架構圖 42 圖4-1 協商輪流策略之圖示 109 圖4-2 語言權力策略之圖示 111 圖4-3 行動權力策略之圖示 112 圖4-4 分離退讓策略之圖示 114 圖4-5 尋求幫助策略之圖示 116 / Child conflicted with peers frequently. The relationships between children will be worse if one didn't have proper ways to resolve the conflict. Since the proper strategies were learned, it will be very interested to know how mothers' teaching influenced it. There were two purposes of this research. (1) To find out if the strategies that mother taught will influence children to select their strategies when they conflicted with their peers. The strategies , which this research focus on were: compromise, physical assertive, verbal assertive, withdraw and seeking for help. (2) To find out the effect of different inducing reasoning mother gave while teaching the strategies. The inducing reasoning were the outcomes of the strategies, which included concern about others' feeling, concern about the ongoing relationships and the teacher reaction orientation. 326 boys and 306 girls of third and sixth graders and their mothers participated. The results showed that different graders selected different strategies. Compare to sixth graders, there were more third graders selecting physical assertive and withdrawal strategies, while less third graders selecting verbal assertive strategies. The different choice made by two graders was not caused by the strategy mother taught differently. Mother taught all the children with the same strategies. However, the strategies mother taught impacted to children in two ways. (1) Children perceived the strategies what mother taught them, and formed a correspond belief. (2) Children will reconstruct all the strategies what mother taught and formed a new belief. No matter how the belief was formed, children will select a strategy according to the belief. Besides, the reason mother gave while teaching determined if children could perceive the strategies correctly. When mother gave the reasons of considering other's feeling, while teaching seeking help strategy, more children will perceive the strategy correctly. When mother gave the reasons of considering the relationships, while teaching children did not seek help in conflict, different grade students will perceive the strategies differently.

本研究的目的為探究中文母子對話中，母親的互動風格與話題延續的關係。 研究問題為: (a)本研究中兩位母親的互動風格為何? (b)兩位孩童的話題延續表現有何不同? (c)母親的互動風格與話題延續有怎樣的互動關係? 研究語料為兩組親子互動的自然語料，各取三個小時，孩童的年紀約為三歲。研究結果顯示兩位母親的互動風格有所不同，分別屬於命令型和引誘型。 而小孩的在話題延續上表現則是相近，大多用回應母親問題的方式來延續話題並且能在不同的情境中提供新資訊。對兩組親子互動的探究顯示命令型的母親比較不會延續對話而經常改變話題，造成較短的話題片斷。引誘型的母親則較注重對話的延續且較少改變話題，造成較長的話題片斷。 / The purpose of the study is to investigate the interaction of the maternal interactional styles and topic maintenance in Mandarin mother-child conversational interaction. There are three research questions: (a) What are the mothers’ interactional styles in the current case? (b) What are the differences among children’s competences of topic maintenance? (c) How do the maternal interaction styles interact with topic maintenance in the conversational interactions? Naturally occurring conversations of two dyads' conversational interactions were adopted as the data and analyzed. Results suggested that while the two mothers differed in terms of their interactional styles, the two children showed nearly equal sophistication in terms of their topic-maintaining competences. Examinations of the two dyads' interactions also revealed that the directive mother was less interested in maintaining the conversations, changed topics more frequently, and maintained discourse topics for less turns. The conversation-eliciting mother paid more attention on maintaining of the conversations, change topics less frequently, and maintained discourse topics for much more turns.

過去研究指出，親職壓力是造成兒童虐待的危險因子之一。本研究探討：親職壓力因應策略與親職同理心對管教行為的影響，或此兩變項是否能調節親職壓力對管教行為的影響，欲透過研究結果來加強兒童虐待的預防。本研究請每位受試者填寫五種量表，分別為：基本資料、親職同理心、親職壓力、親職壓力因應與親職衝突策略量表，利用零相關和階層迴歸，分析142位育有國小子女之單親母親所填寫的量表。研究結果部分符合預期：親職壓力因應策略中的「主動面對問題」、「逃避隱藏情緒」可以調節親職壓力對非暴力管教行為的影響，「情緒認知調整」亦在親職壓力和嚴重攻擊管教行為間扮演調節變項。除了調節作用外，親職壓力因應策略對管教行為有獨特的預測力：「主動面對問題」使用經常性越高，輕度攻擊的使用次數越多，「負面情緒反應」使用經常性越高，心理攻擊和輕度攻擊的使用次數越多。「親職同理心」則對管教行為沒有獨特的預測力，也不具有調節作用。另外亦發現「親職同理心」和「逃避隱藏情緒」可以預測親職壓力。本研究針對研究結果進行討論，包括管教行為與兒童虐待的關係、親職壓力因應策略與管教行為間的關係、親職同理心扮演的角色，以及單親母親兒童虐待行為的預防。 / According to previous studies, parenting stress is one of the risk factors of child abuse. This study explored the influence of parenting stress- coping styles and parental empathy on parenting practices, and examined the moderating effect of these variables on the relationship between parenting stress and parenting practices. The subjects were asked to complete the questionnaires including: basic information, parental empathy scale, parenting stress scale, parenting stress-coping scale, and Parent-Child Conflict Tactics Scales. Zero-order correlation and hierarchical regression analysis were used to analyze the scales completed by 142 single mothers. The results indicated that “Facing the problems actively” and “Evading hidden feelings” could moderate the relationship between parenting stress and non-violent discipline. “Adjustment in sentimental cognition” could moderate the relationship between parenting stress and severe assault. Furthermore, some of the parenting stress- coping styles had main effect on parenting practices: “Facing the problems actively” had a positive effect on minor assault. “Negative sentimental reaction” had a positive effect on psychological aggression and minor assault. There were no main effects nor moderator effect of parental empathy. The relationship between parenting practices and child abuse, the influence of parenting stress- coping styles on parenting practices, the role of parental empathy, and the prevention of child abuse in single-mother households were discussed in this study.

同性戀處在以異性戀為主流的社會中往往被視為奇怪、不正常的一群人。同性戀污名不僅影響同志本身，它也擴散至與其親近的家人身上。本研究即源自於研究者出櫃之後與母親的互動經驗，試圖以陽剛女同志的母親為出發點，運用Denzin的解釋性互動論（interpretive interactionism）為研究方法，深度訪談六位陽剛女同志的母親，探究女兒的同志身分與陽剛氣質帶給母親的個人苦惱與其母職實踐經驗。進一步地，研究者也爬梳主流意識形態與社會政策與母親生命經驗之間的關連。最後，反思助人工作者與同志父母互動時能扮演的角色與倡議之方向。 本研究的主要發現如下：一、母親成長過程中所內化的性別經驗成為她們看待陽剛同志女兒的基礎，越早接觸到同性戀議題或是擁有同性戀友人的母親，女兒的出櫃帶給她們的衝擊越小。二、越能在性別認同與性別氣質觀念上有所解放的母親，越能承接起「陽剛女同志的母親」之身分。三、母親會調整自己的母職工作以因應女兒的同志身分所帶來的議題。此外，「母職意識形態」在母親與同志女兒互動的經驗裡亦作為一把雙面刃，一方面令母親質疑自己是否因為擁有同志女兒而不是一位「好媽媽」；但另一方面，有些母親則轉化「母親」的身分，從私領域進入公領域成為所有同志孩子的母親，嘗試改變同志父母與同志孩子在社會中的處境。四、華人家庭照顧倫理的影響使得同志女兒的老年照顧問題成為母親共同面臨的議題，母親也在此種意識型態之下發展出不同的策略來為女兒的老年作準備。 / Homosexuals are often seemed to be the odd and abnormal ones among the heterosexual society. The stigma is not only tagged to the homosexuals, but spread its unfriendliness to their close families. This research was originated from researcher’s own experience of interaction with her mother after coming out, trying to investigate the trouble brought by masculine lesbian’s identity to her mother, and the mother’s practiced experiences at mothers’ view, through in depth interview of six masculine lesbians’ mothers by using Denzin’s interpretive interactionism as methodology. Further more, researcher went through the connection between the mainstream ideology and social policy, and the experiences they brought to a masculine lesbian’s mother. At the end, researcher rethinks what social workers’ role should be like and how should they provide help when interacting with parents of homosexuals. Findings of this research include: 1. The gender experiences internalized during a mother’s growth process becomes the foundation of how they see their masculine lesbian daughter; the earlier a mother aware of homosexual issue or having a homosexual friend, the smaller impact she have when her daughter coming out. 2. How much a mother could bear the identity of “masculine lesbian’s mother” depends on how liberate she is to the gender identity and gender temperament. 3. A mother will adjust her motherhood in respond to the issue brought by her daughter’s lesbian identity. Moreover, the “motherhood ideology” is a double-edged sword in the interaction experience between a mother and her lesbian daughter; on the one hand, the mother question herself for having a lesbian daughter, on the other hand, some mother convert her motherhood, from one’s mother into all lesbian’s mother, and trying to change the status of homosexual and their parents in the social environment. 4. The concept of traditional oriental family makes nursing care of lesbian daughter in her elder age a common issue for lesbians’ mothers, and because of this ideology, they have developed different strategies to prepare their daughter for their elder age.

京都大学 / 0048 / 新制・課程博士 / 博士(教育学) / 甲第20842号 / 教博第215号 / 新制||教||173(附属図書館) / 京都大学大学院教育学研究科臨床教育学専攻 / (主査)准教授 髙橋 靖恵, 教授 皆藤 章, 准教授 松下 姫歌 / 学位規則第4条第1項該当 / Doctor of Philosophy (Education) / Kyoto University / DGAM