完整後設資料紀錄
DC 欄位語言
dc.contributor.authorLiu, Yih-Lanen_US
dc.date.accessioned2014-12-08T15:31:53Z-
dc.date.available2014-12-08T15:31:53Z-
dc.date.issued2013-09-01en_US
dc.identifier.issn0022-1325en_US
dc.identifier.urihttp://dx.doi.org/10.1080/00221325.2012.706660en_US
dc.identifier.urihttp://hdl.handle.net/11536/22526-
dc.description.abstractA 2-year longitudinal study was conducted to test 3 causal models about adolescent autonomy, filial piety, beliefs about parental authority, and obedience in terms of personal, prudential, and multifaceted issues. Four hundred and thirty-six students from 10 junior and senior high schools in Taiwan (boys, n = 223; senior high school, n = 211) participated in the study. Hypothesis 1 predicted that autonomy (individuating autonomy vs. relating autonomy) would positively correlate with beliefs about authority legitimacy and obligation to obey, but was not supported. Hypothesis 2 predicted that filial piety (authoritarian piety vs. reciprocal piety) would positively associate with authority beliefs, and was partially supported. Authoritarian piety showed the positive relation with authority beliefs. Hypothesis 3 predicted that beliefs about authority legitimacy and obligation to obey would positively associate with obedience, and was supported. Hypothesis 4 predicted that age might moderate the structure models across domains, but the results indicated that age did not moderate the structural model in the prudential and multifaceted domains. The overall findings of this study reveal that adolescent beliefs about authority serve as a mediator between authoritarian piety and obedience, suggesting that traditional piety still has an influence on parent-child interaction in today's society.en_US
dc.language.isoen_USen_US
dc.subjectauthoritary beliefsen_US
dc.subjectdual model of autonomyen_US
dc.subjectdual model of filial pietyen_US
dc.subjectobedienceen_US
dc.titleAutonomy, Filial Piety, and Parental Authority: A Two-Year Longitudinal Investigationen_US
dc.typeArticleen_US
dc.identifier.doi10.1080/00221325.2012.706660en_US
dc.identifier.journalJOURNAL OF GENETIC PSYCHOLOGYen_US
dc.citation.volume174en_US
dc.citation.issue5en_US
dc.citation.spage557en_US
dc.citation.epage581en_US
dc.contributor.department教育研究所zh_TW
dc.contributor.departmentInstitute of Educationen_US
dc.identifier.wosnumberWOS:000323632000005-
dc.citation.woscount0-
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