本研究探討敎養方式、親子互動與靑少年行爲之關係，焦點在於討論親子知覺的相對重要性。於1996年冬至1997年春，採取分層隨機抽樣調査，以台北市國一學生及其家長爲樣本，得到1,009份母子有效配對問卷。使用之變項包括六類人口變項及不當敎養、親子間支持、親子間衝突、關係滿意度、不信任感、偏差行爲丶課業成績等變項。結果發現，（1）國一學生與母親知覺的相關很低；（2）親子知覺的相對重要性因測量的依變項而異：母親知覺到的不當敎養與親子互動較能說明親子情感，靑少年知覺到的不當敎養與親子互動較能說明靑少年的偏差行爲；（3）整體而言，親子知覺共同性得分的解釋率最高，但親子知覺差異性的解釋率最差；（4）根據路徑分析的結果，母親的不當敎養對親子間支持有負面影響，從而對親子情感造成不良影響，母親的不當敎養也會加深親子間衝突，然後在親子情感與子女外顯行爲上留下不良影響；母親的不當敎養除了經由支持及衝突間接的影響之外，也會直接影響親子情感與子女行爲表現； (5)但是就課業成績這個依變項而言，親子間支持與衝突以交互作用的形式呈現其影響力，高支持且低衝突的親子互動能促進靑少年的課業成續。

This paper examined the relationships of parenting, parent-child interaction and adolescents' behaviors, focusing on the relative impor­tance of parent and child reports. The study was based on 1,009 pair data of 7th grade students and their mothers who underwent a stratified random sampling process in Taipei from winter 1996 to spring 1997. The variables used in this research included six demographic variables, im­proper parenting, parent-child support and conflict, relationship satisfac­tion, distrust, deviant behavior, and academic performance. The results of our study show (1) that the correlation between mothers' and adolescents' reports was rather slight; (2) that the relative importance of mother-adolescent reports varied with the variables: while mothers' reports on improper parenting and parent-child interaction could better explain the status of parent-child affection, adolescents' reports on improper parenting and parent-child interaction could better account for adolescents' deviant behaviors; (3) that in general, the communal scores obtained in parent and child reports could best explain parent-child relationship, while the inconsistent scores could least explain it; (4) that the results of path analyses showed that mothers' improper parenting not only had a negative influence on parent-child support and affection and intensified parent-child conflict, but also promoted children's deviant behaviors; and (5) that as regards academic performance, the influence of parent-child support and conflict was articulated in parent-child interaction: the more support and the less conflict in such interaction, the better the adolescents' academic performance.

教養方式; 親子間支持; 親子間衝突; 偏差行為; 課業成績; 青少年

parenting; parent-child support; parent-child conflict; deviant behavior; academic performance; adolescent