本研究旨在探討兒童知覺父母期望、家庭凝聚力與兒童自我概念之關係，研究方法採用問卷調查法，研究對象為台北縣、市公立國民小學五、六年級學生，有效總問卷數為715份。研究以「知覺父母期望量表」、「家庭凝聚力量表」、「自我概念量表」及「個人基本資料」為研究工具收集資料進行分析，所得資料以SPSS12.0版進行處理分析，以描述統計、t考驗、單因子變異數分析、皮爾遜積差相關、多元迴歸分析進行統計考驗。分析結果如下：
一、知覺父母期望分析
(一)兒童知覺父母期望高。
(二)兒童知覺父母期望不會因性別不同而有所差異。
(三)兒童知覺父母學業期望及總期望方面，並不會因父母教育程度不同而有差異；兒童知覺父母品德期望會因父母教育程度不同而有差異，但進行事後比較後並未發現顯著差異。
(四)雙親家庭兒童知覺父母期望高於單親家庭兒童。
二、家庭凝聚力分析
(一)兒童知覺家庭凝聚力高。
(二)兒童知覺家庭凝聚力不會因性別不同而有所差異。
(三)父母教育程度在國小、國中的兒童，其知覺家庭凝聚力最低。
(四)雙親家庭的家庭凝聚力高於單親家庭的家庭凝聚力。
三、自我概念分析
(一)兒童自我概念高。
(二)兒童自我概念不會因性別不同而有差異。
(三)父母教育程度在研究所（以上）的兒童，其學業自我概念、社會自我概念、心理自我概念及總自我概念高；但家庭自我概念不因父母教育程度不同而有差異。
(四)雙親家庭兒童的自我概念高於單親家庭兒童。
四、知覺父母期望、家庭凝聚力與自我概念之相關情形
(一)兒童知覺父母學業期望越高，其學業自我概念越高；知覺父母品德期望及總期望越高，其學業、家庭、社會與心理自我概念越高。
(二)家庭凝聚力越高，兒童的學業自我概念、家庭自我概念、社會自我概念及心理自我概念越高。
五、對兒童自我概念之多元迴歸分析
(一)父母教育程度及家庭凝聚力對兒童學業自我概念有顯著解釋力。相對於父母教育程度為研究所（以上），父母教育程度在國小、國中、高中或高職之兒童學業自我概念較低；家庭凝聚力越高，兒童學業自我概念越高。各變項共可解釋兒童學業自我概念總變異量的12%。
(二)知覺父母期望及家庭凝聚力對兒童家庭自我概念有顯著解釋力。知覺父母學業期望越低，兒童家庭自我概念越高；家庭凝聚力越高，兒童家庭自我概念越高。各變項共可解釋兒童家庭自我概念總變異量的50%。
(三)父母教育程度及家庭凝聚力對兒童社會自我概念有顯著解釋力。相對於父母教育程度為研究所（以上），父母教育程度在大專之兒童社會自我概念較低；家庭凝聚力越高，兒童社會自我概念越高。各變項共可解釋兒童社會自我概念總變異量的15%。。
(四)父母教育程度、知覺父母期望及家庭凝聚力對兒童心理自我概念有顯著解釋力。相對於父母教育程度為研究所（以上），父母教育程度在高中或高職及大專之兒童心理自我概念較低；知覺父母品德期望越高，兒童心理自我概念越高；家庭凝聚力越高，兒童心理自我概念越高。各變項共可解釋兒童心理自我概念總變異量的27%。
本研究根據以上結果，提出相關建議給兒童、父母、學校教育工作者及未來研究。

The purpose of this research is to explore the impact of children’s perception of parental expectations and family cohesion on children’s self-concept. The study conducts data gathering using the questionnaire survey method. Samples are collected from the fifth and sixth grade students of public and private elementary schools in Taipei City and Taipei County. The eligible questionnaires are totally 715 copies. The instruments used for data collection and analysis are children’s perception of parental expectation scale, family cohesion scale, self-concept scale, and demographic information. All statistics are computed by Statistical Package for Social Science（SPSS）. Descriptive statistics, t-test, one-way analysis of variance（one-way ANOVA）, Parson’s product-moment correlation and multiple regression analysis are utilized to evaluate and analyze between factors. The results indicated as follows:
1. Analysis of children’s perception of parental expectation
（1）Children perceive that their parents’ expectations are high.
（2）There is no significant difference in children’s perception of parental expectations due to gender.
（3）There are no significant differences in children’s perception of parental academic expectation and whole expectations due to parental education. There is significant difference in children’s perception of parental moral expectation due to parental education, but it is found no significant difference after the analysis of post hoc.
（4）The scores of children’s perception of parental expectation in two-parent families are higher than those in single-parent families.
2. Analysis of family cohesion
（1）Children perceive that their family cohesion is high.
（2）There is no significant difference in children’s perception of family cohesion due to gender.
（3）Children with parents graduated from elementary school or junior high school have the lowest scores in perceiving their family cohesion.
（4）The scores of Children’s perception of family cohesion in two-parent families are higher than those in single-parent families.
3. Analysis of self-concept
（1）Children have high self-concept.
（2）There is no significant difference in children’s self-concept due to gender.
（3）Children with parents graduated from the research institute or higher have high academic self-concept, social self-concept, psychological self-concept and whole self-concept. There is no significant difference in children’s family self-concept due to parental education.
（4）The scores of children’s self-concept in two-parent families are higher than those in single-parent families.
4. Correlation among children’s perception of parental expectation, family cohesion and children’s self-concept
（1）The higher children perceive their parents’ expectation of their academic performance, the higher is their academic self-concept. The higher children perceive the parental moral expectation and whole expectations, the higher are their academic self-concept, family self-concept, social self-concept and psychological self-concept.
（2）The higher children perceive their family cohesion, the higher are their academic self-concept, family self-concept, social self-concept and psychological self-concept.
5. Results of multiple regression of children’s self-concept
（1）Parental education and family cohesion can explain children’s academic self-concept. Children with parents graduated from elementary school, junior high school, senior high school or vocational high school have the lower academic self-concept than those with parents graduated from the research institute or higher. The higher children perceive their family cohesion, the higher is their academic self-concept. These variables account for 12% of the explained variance in academic self-concept.
（2）Perception of parental expectation and family cohesion can explain children’s family self-concept. The lower children perceive their parents’ expectation of their academic performance, the higher is their family self-concept. The higher children perceive their family cohesion, the higher is their family self-concept. These variables account for 50% of the explained variance in family self-concept.
（3）Parental education and family cohesion can explain children’s social self-concept. Children with parents graduated from junior college have the lower social self-concept than those with parents graduated from the research institute or higher. The higher children perceive their family cohesion, the higher is their social self-concept. These variables account for 15% of the explained variance in social self-concept.
（4）Parental education, perception of parental expectations and family cohesion can explain children’s psychological self-concept. Children with parents graduated from senior high school, vocational high school or junior college have the lower social self-concept than those with parents graduated from the research institute or higher. The higher the children perceive the parental moral expectation, the higher is their psychological self-concept. The higher children perceive their family cohesion, the higher is their psychological self-concept. These variables account for 27% of the explained variance in psychological self-concept.
Suggestions are made according to the results shown above for children, parents, school teachers and further studies.

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