本研究應用華人「管教」概念，探討青少年知覺之父母管教對親子關係的影響，以及親子數位互 動在其間的作用，資料來源為國家教育研究院臺灣學生成就長期追蹤評量計畫（TASAL）於 2022 年蒐集之資料。選取性別、雙親健存、完整回答的國九學生5,430份資料（女2,454人，男2,976人） 進行分析。使用變項包含知覺父母管教（生活管教、價值教導兩向度）、親子間的數位互動及親 子關係（溫暖支持、衝突緊張兩向度）。採取因素分析、t 檢定、結構方程模式等方法進行分析。 主要結果顯示：（一）青少年知覺父母重視「價值教導」甚於「生活管教」；（二）知覺「生活管教」 愈高的青少年，其親子關係的溫暖支持愈低，衝突緊張愈高；知覺「價值教導」愈高的青少年， 溫暖支持愈高；數位互動愈高者，溫暖支持愈高，衝突緊張愈低；（三）數位互動在生活管教與 溫暖支持、衝突緊張的親子關係間，及在價值教導與溫暖支持親子關係間，具有顯著的中介作用； （四）管教、數位互動及親子關係間的影響機制在青少年男女間明顯不同，數位互動在青少男的 價值教導與溫暖支持間具中介作用，在青少女生活管教及衝突緊張間具中介作用。本研究據此結 果提出未來研究與青少年期親職教育的建議。

With rapid advancements in technology, digital tools and the Internet have become integral to human life. These technologies have not only facilitated payment, education, and entertainment but also transformed patterns of interpersonal communication and interaction. The family serves as a vital space for a child’s socialization, both into societal norms and the specific practices of their family (Korniichuk & Oliinyk, 2022). Internet technologies can be used to address challenges in parenting practices (Clark, 2011), particularly during adolescence. However, most studies on these technologies have focused on Western instead of Asian contexts. Building on the work of Chao et al. (1994) and others regarding Chinese families, this study explored parental discipline in a Chinese cultural framework, referred to as guan-chiao to distinguish it from Western parenting models. This study examined the effects of guan-chiao on parent–child relationships and investigated the role of digital interaction in improving these relationships. In addition, differences in mechanisms underlying these effects between male and female adolescents were analyzed. According to Smetana (2006), a parent’s disciplinary approach should vary depending on the specific domain of a child’s life. For instance, parents might adopt a more laissez-faire approach to areas perceived by children as personal, such as leisure activities or social relationships. Strict control in these domains often leads to resistance because children view such matters as their own personal affairs. By contrast, parents should be more actively involved in guiding their children’s moral and social development, including ethical behavior, respect for others, and adherence to social norms. Social learning theory suggests that children model their behavior after that of their parents, making it essential for parents to exemplify the qualities they wish to instill in their children. Because different areas of a child’s life present distinct issues, children may respond differently to parental discipline in differing domains. Studies have reported the importance of parents adopting tailored disciplinary methods for different areas when interacting with their children (Smetana, 2006). The tension between a child’s desire for autonomy and a parent’s responsibility to socialize their child into becoming a responsible member of society leads to parent–child conflict, particularly in guan-chiao. However, values instruction presents an opportunity for fostering positive parent–child relationships. Digital interaction can help bridge gaps caused by limited face-to-face interaction between parents and children, offering low immediacy and high media richness. Therefore, this study hypothesized that digital interaction mediates the effects of guanchiao on the parent–child relationship. Specifically, digital interaction mitigates negative effects in the domain of lifestyle choices and enhances positive effects in the domain of values instruction.

青少年、管教、數位互動、親子關係、性別差異

adolescents, guan-chiao, digital interaction, parent-child relationship, gender difference