本研究從文化背景差異的條件下，探究美加籍高中生知覺父母的教養行為與其親子關係。研究以便利取樣的方式，抽取在臺灣外僑學校以及在美國本土學校的高中生進行問卷調查，共計發出324份問卷，回收264份問卷，將漏答過多以及不符合本研究對象條件等無效問卷剔除後，得有效問卷200份。研究工具包含三大部分：「父母的教養行為量表」、「與父母親親子關係量表」及「個人基本資料」三部分。研究結果以統計軟體PASW Statistic V22（SPSS 22）進行分析，使用的統計方法包括：描述統計、獨立樣本t檢定、相依樣本t檢定、相關係數、同時迴歸分析，來進行統計考驗。分析結果如下：

一、 美加籍華人與美加籍美加人學生知覺父母教養行為為何？
（一）美加籍華人和美加籍美加人父母均最常一致性教養、嚴厲教養最低，正向教養行為均不高
（二）美加籍華人母親監督、一致性教養以及整體正向教養行為均顯著高於父親
（三）美加籍美加人母親監督教養以及整體正向教養行為均顯著高於父親

二、 美加籍華人與美加籍美加人學生知覺與其父母親子關係為何？
（一）美加籍華人和美加籍美加人學生與父親的情感傳達較好、訊息交換較差，整體親子關係尚有進步空間
（二）美加籍華人和美加籍美加人學生與母親的情感傳達較好、問題解決較差，整體親子關係尚有進步空間
（三）美加籍華人與母親的訊息交換以及整體親子關係均顯著較與父親的好
（四）美加籍美加人與母親的訊息交換、情感傳達以及整體親子關係均顯著較與父親的好

三、 學生知覺父母的教養行為，是否與族群、生活環境有關聯？
（一）美加籍華人學生知覺母親嚴厲教養頻率顯著高於美加籍美加人
（二）在臺灣，美加籍華人學生知覺父親監督、嚴厲教養以及母親監督、嚴厲教養均顯著高於美加籍美加人
（三）在臺灣，美加籍美加人學生知覺母親引導教養顯著高於美加籍華人
（四）在美國，美加籍美加人學生知覺母親監督教養顯著高於美加籍華人
（五）在美國的美加籍美加人學生知覺母親整體正向教養行為以及父母的監督、嚴厲教養均顯著高於在臺灣的美加籍美加人

四、 學生知覺與其父母的親子關係，是否與族群、生活環境有關聯？
（一）在臺灣，美加籍美加人知覺與母親的情感傳達和問題解決以及整體親子關係均顯著較美加籍華人好

五、 學生之族群、生活環境、父母教養行為是否可解釋與父母的親子關係？
（一）父親監督、引導教養的頻率越高，學生知覺與父親的訊息交換、情感傳達以及整體親子關係越好
（二）嚴厲教養的頻率越高，學生知覺與父親的問題解決越差
（三）母親引導教養的頻率越高，學生知覺與母親的情感傳達、問題解決以及整體親子關係越好

The thesis is about American Canadian high school students’ perceptions of their parents’ parenting and parent-child relationships: A cross cultural perspective. The purpose of the current study is to examine parents’ parenting behavior and child-parent relationships of Chinese American, Chinese Canadian and American, Canadian students in Taiwan and America. A questionnaire survey method and convenience sampling are used in this study. Out of 324 copies of questionnaires distributed, 264 copies are collected and 200 of which are effective samples. The instruments of the study include “parental behavior scale”, “relationship scale” and “general information.” The result data is analyzed with SPSS 22. Statistic methods include descriptive statistics, t-test for independent and dependent samples, correlation coefficient and multiple regression analysis.

The analysis results are as follows:

1. How do Chinese American, Chinese Canadian and American,
Canadian students perceive their parents’ parenting?
(1) Chinese American, Chinese Canadian and American, Canadian
students perceive that parents’ consistency parenting is high;
both of harsh corporal punishment parenting and positive
parenting are low.
(2) Chinese American and Chinese Canadian moms’ monitoring,
consistency and positive parenting are significant higher than
dad’s.
(3) American and Canadian moms have significantly better
monitoring and positive parenting than dads.

2. How do Chinese American, Chinese Canadian and American,
Canadian students perceive their parent-child relationships?
(1) Chinese American, Chinese Canadian and American, Canadian
students perceive that with dad’s emotional expression is high,
cognitive interchange is low and parent-child relationships is
needed to be improved.
(2) Chinese American, Chinese Canadian and American, Canadian
students perceive that with mom’s emotional expression is high,
problem solving is low and parent-child relationships need to be
improved.
(3) Chinese American and Chinese Canadian moms have significantly
better cognitive interchange and parent-child relationships than
dads.
(4) American and Canadian moms have significantly better cognitive
interchange, emotional expression and parent-child relationships
than dads.

3. Do students’ perception of their parents’ parenting relates to
ethnicity and living environment?
(1) Chinese American and Chinese Canadian moms have significantly
higher harsh corporal punishment parenting than American and
Canadian.
(2) In Taiwan, both of Chinese American and Chinese Canadian
moms and dads have significantly higher monitoring, harsh
corporal punishment parenting than American and Canadian.
(3) In Taiwan, American and Canadian moms have significantly higher
inductive parenting than Chinese American and Chinese
Canadian.
(4) In the U.S., American and Canadian moms have significantly
higher monitoring parenting than Chinese American and Chinese
Canadian.
(5) American and Canadian moms in the U.S. have significantly
higher positive parenting than American and Canadian moms in
Taiwan.
(6) American and Canadian parents in the U.S. have significantly
higher monitoring, harsh corporal punishment parenting than
American and Canadian parents in Taiwan.

4. Do students’ perception of parent-child relationships relate to
ethnicity and living environment?
(1) In Taiwan, American and Canadian moms have significantly better
cognitive interchange, emotional expression and parent-child
relationships than Chinese American and Chinese Canadian.

5. Do students’ ethnicity, living environment and parenting provide
significantly predictions for parent-child relationships?
(1) Dads have higher monitoring and inductive parenting; students
perceive better cognitive interchange, emotional expression and
parent-child relationships with dad.
(2) Dads have higher harsh corporal punishment parenting; students
perceive worse problem solving with dad.
(3) Moms have higher inductive parenting; students perceive better
emotional expression, problem solving and parent-child
relationships with mom.

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