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Family Values and Parent–Child Interaction in Taiwan

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The Family and Social Change in Chinese Societies

Part of the book series: The Springer Series on Demographic Methods and Population Analysis ((PSDE,volume 35))

Abstract

During the past 60 years, many studies of parent–child relationships have been conducted. While they have attempted to reveal the effects of parental attitudes and behaviors on children (e.g., Baldwin 1948; Baumrind 1971; Becker and Krug 1965; Grusec and Kuczynski 1980; Hoffman 1960, 1975, 1977; Maccoby and Martin 1983; Mussen 1982; Schaefer 1965; Sears et al. 1957; Yarrow et al. 1968), their different research strategies have produced many inconsistent results. Despite the complexity of the research topic, the methodology has not been taken seriously enough to clarify many of the incongruous findings. Also, few investigations address all of the determinants and consequences of parenting behavior simultaneously.

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Author information

Authors and Affiliations

  1. Institute of Ethnology, Academia Sinica, Taipei, Taiwan, Republic of China

    Cathy Ruey-Ling Chu

Authors
  1. Cathy Ruey-Ling Chu
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Corresponding author

Correspondence to Cathy Ruey-Ling Chu .

Editor information

Editors and Affiliations

  1. Department of Sociology, Texas A & M University, College Station, Texas, USA

    Dudley L. Poston, Jr.

  2. Academia Sinica Inst. Social Sciences & Philosophy, Nankang, Taipei, Taiwan

    Wen Shan Yang

  3. Department of Behavioral Sciences, University of West Alabama, Livingston, Alabama, USA

    Demetrea Nicole Farris

Appendix

Appendix

  1. A.

    Routine Parent-involved Activity Scale

    1. 5.

      My father (My mother) encourages me when my grades improve.

    2. 6.

      My father (My mother) takes me shopping or seeing a movie.

    3. 9.

      My father (My mother) personally tutors me lessons.

    4. 11.

      My father (My mother) scolds me when my grades drop.

    5. 28.

      My father (My mother) studies with me.

    6. 32.

      My father (My mother) exercises with me (play ball, jog, picnic, etc.).

  2. B.

    Attribution Scale for Parenting

    1. 1.

      The reason my father or mother admires my good grades is because

      1. (1)

        I have the ability to do well

      2. (2)

        I study hard

      3. (3)

        It is the way they supervise my study

      4. (4)

        They are in a good mood

      And I am

      1. (1)

        Happy and excited

      2. (2)

        Anxious and uneasy

    2. 2.

      The reason my father or mother scolds me for my bad grades is because

      1. (1)

        I lack the ability to do well

      2. (2)

        I don’t study

      3. (3)

        It is the way they supervise my study

      4. (4)

        They are in a bad mood

      And I am

      1. (1)

        Angry

      2. (2)

        Ashamed, abashed, anxious and uneasy

      3. (3)

        Sad and gloomy

    3. 5.

      The reason my father or mother encourages or praises me is because

      1. (1)

        I do well

      2. (2)

        It is the way they show their love for me

      3. (3)

        They are in a good mood

      And I am

      1. (1)

        Happy and excited

      2. (2)

        Anxious and uneasy

    4. 7.

      The reason my father or mother and I often do things, such as picnic, exercise, shopping, etc. together is because

      1. (1)

        I asked them to

      2. (2)

        They are concerned about my life

      3. (3)

        They want to spend more time with me

      4. (4)

        They are in a good mood

      And I am

      1. (1)

        Happy and excited

      2. (2)

        Anxious and uneasy

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Chu, C.RL. (2014). Family Values and Parent–Child Interaction in Taiwan. In: Poston, Jr., D., Yang, W., Farris, D. (eds) The Family and Social Change in Chinese Societies. The Springer Series on Demographic Methods and Population Analysis, vol 35. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7445-2_11

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