375922 53
.30 290446 4
1.18 297392 42.17
2. 38175 5
.41 73739 10
.45 40204 5.70
3. 31231 4
.42 40355 5.72 30005
C4.25
4. 27706 3.92 37406
c5
.30 26450 3.75
5 20320 2.88 30921 4
.38 24869 3.52
6.
17390C2
.46 28314 4.01 19876 2.81
7 15467 2.19 23384 3
.31 18255 2.58
8. 14529 2.06 22556 3.19 16597 2.35
9. 12602
1.78 20076 2.84 15572 2.20
10. 11593
1.64 19495 2.76 15493 2.19
1
1.11417
1.61 18541 2.62 14524 2.05
12. 11034
1.56 18380 2.60 13091
1.85
13. 10488
1.48 15863 2.24 12601 1
‘.78
14. 9729
1.37 15097 2.14 11897
1.68
15. 9457
1.34 14252 2.02 11547
1.63
705220 100.00 705220 100.00 705220 100.00
-162 一
Root
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
AtdffULfinal DtjTerences BEtween High School Studenfs and
Their Parents in U.SA.:A ct的eStudy of Generation Gap
Table 10 (Continued)
Sca1e Mode Concept Mode Subject Mode
Root
%
Root%
Root ?已Parents of Ma1e Students
361386 58.49 312631 50.60 314581 50.91
35104 5.68 57624 9.32 26479 4.28
22735 3.67 33584 5.43 25310C 4.09C
19568 3.16 25361 4.10 18485 2.99
17731 c 2.87C 23809C 3.85 16198 2.62
l3376 2.16 18777 3.03 15249 2.46
12438 2.01 18013 2.91 12313 1.99
10801 1.74 15782 2.55 11022 1.78
10182 1.64 14787 2.39 10642 .1.72
9345 1.51 14051 2.27 10435 1.68
9000 1.45 12594 2.03 9019 1.45
8051 1.30 11988 1.94 8012 1.29
7795 1.26 11272 1.82 7967 1.28
7424 1.20 10534 1.70 7762 1.25
6992 1.13 10045 1.62 7460 1.20
617840 100.00 617840 100.00 617840 100.00
- 163 一
a'The total numbers of roots equals 29 for the scale mode, 18 for the concept mode, 47 for male students and their parents and 41 for fema1e students and their parents.
b
%
is the ratio of root over tota1 sum of squares.c Cut-off point. This root and those above were retained.
d T ota1 va1ue equa1s sum of all possible roots.
èFor the subject modes of the four grou阱， the coefficients of siJbject factors were not reported in this study.
一 164
-Attitudinal Differences Between High School Students and
叮'1eirParents in U.SA.:A Case Study ofGeneration Gap
generation a.s being tense, noisy, important, unpredictable, heavy, dirty, dangerous, artificial, active and intolerant versus relaxed, quiet, unimportant, predictable, light, clean, safe, natural, passive, and tolerant. This factor seems consistent with Osgood's Activity factor. Dimension 4 dominated by predictable,
r忽id， tense, usual and careful, veISUS unpredictable, flexib缸， relaxed, unusual, careless, apparently reflects stable versus unstable patterns of behaviors. There-fore, choosing from the left tenn scales, this factor is called a Predictability dimension. The last dimension seems to characterize people's type of dea1ing with issues or 凹的~onments， being eithe:r usual, natural, relax呵， flexible, predictable, naive, and careless or unusual, arti，βcial， tense, rigid, unpredict的缸， sophisticated, and careful. This factor might be dubbed a Uniqueness dimension.
Concept Factors (M-S). The salient concepts from the orthogonally (v訂加lax)
rotated concept factor structure are given in Table 11 (B). The leading concepts for the first factor are as follows: DRESSING SLOPPILY, DRINKING ALCOHOL, FREE TO LEA VE HOME, LONG TIME ON TELEPHONE, versus ATTENDING CHURCH and GETTING GOOD GRADES. These concepts seem to reflect very wel1 the current phenomena of youth culture Versus their traditional behaviora1 pattern expected from parents. It seems quite reasonabl跆e to define i封t a品s a
The salient concepts for the second factor are PARENTS IMPOSSING CURFEW, PARENTS CONSULTATION ON SPENDING MONEY, SHOWING RESPECT TO AUTHORITY
,
NEATNESS OF BEDROOM,
OPEN DISCUSSION ON ALL ISSUES,
ACCEPT RESPONSIBILITY AT HOME. Except for LONG TIME ON TELEPHONE and AFTER SCHOOL ACTlVITY, all are obviously related to traditional and parental expectations of youth. lt may be identifïed as a“
TRADITIONAL EXPECT ATIONS OF YOUTH" dimension. The salient con-cepts for the third factor are NO RESTRICTION ON AFTER SCHOOL ACTIVITY and FREE TO LEA VE HOME versus CONSULTATION ON MONEY and GETTING GOOD GRADES. 11世s factor seems to suggest the tendency of confonnance with peers among youth,
and it will be called a “YOUTH INDEPENDENCE" dimension. The last dimension has concep1s rela1ed 10 popular socia1 and school activities within the youth subcu1ture inc1uding DATING, GETTING GOOD GRADES, ROCK MUSIC, DRIVING A CAR, HAIR STYLE, GOING STEADY, and DRINKING ALCOHOL. It may be tenned as a“
YOUTH'S IDEAL SOCI一 165 一
Salient Variables and Loadings for Male Students*
sel f-con fiden t/ insecure flexible/rigid
.20
respect to authority .36 17.
*
The complete statements used in the questionnaire are in Table 3. The factor loading matrixof the"r~l f' monf' j" 01vf'n in Annf'nniv 立
Salient Variables and Loadings for Female Students
只.這b-EuaHS~qFEEhs是自~Eah君也片。§aBm
.30
getting good grades .35
.46 11. discussion a1l issues
16 .
hwEbasoh〉EHS乳白ZSB室已SEEqh。、N切
.25 .16
一 .18
dating
responsibility at home consultation on money 18.
14.
.58 3.
.45
D扭lelsion 4 rock music
V且
a
戶LV
Ka
hu」U ﹒缸，
m
M叫n wdg 12.6.
.36 .28 .26 after school activity
long time on telephorte
9.
8.
15.
-M斗。!
Female Students (F-S).
Attitudinal Differences Between High School Studenf! and
刃2'eirParents
iñ
U.SA.:A Case Study ofGeneration GapScale factors (F-S). The salient scale factors rotated through varimax rotation scheme are given in Table 12(A). The first and most dominant factor is factor 1 which, like the male student resu1ts, is obviously an Evaluation factor with dominant scales necessa吵， important, good, right, reasonable, constructive, etc. The second factor seems to be the usual Potency factor led by power.向1，
strong along with natural and flexible. The third factor, dominated by unpredic..
table, active, flexible, dangerο， 帥， usual, seems to characterize the Activity connotaticn of semantic criteria. Dimension 4 is an apparent Uniqueness dimen-sion with salient scales unusual, pleasant, unpredictable, artificial, and flexible.
Factor 5 is dominated by scales tense, rigid, artificial, heavy, careful, reputable, sophisticated and active versus their opposites relaxed, flexible, natural, 1站的，
careless, disreputable, naive and passive. It seems to characterize one's style in dealing with the problems and environment, and thus maybe called an Sophistication dimension. F or the last dimension, the relationship of unirnportant and unnecessary with other scales seems to make this factor intuitively incom-prehensible. However, the remaining scales seem to suggest this factor represent-ing ideal female students' popular personality natures as berepresent-ing pleasant, reputable, relaxed, beautiful, clean, fast, sophisticated and tolerant. Therefore, it is tentatively defined as a Reputation factor.
Concept factors (F-SJ. The salient con~epts from the resultant totated factor structure are given in Table 12(B). The leading concepts for the first dimension are DRESSING SLOPPILY, CONSULTATION ON MONEY, CURFEW, LONG TIME ON TELEPHONE and DRINKING. Two concepts DATING (with no time restriction) and FREE to LEA VE HOME also appears on this factor, but on the negative pole. This factor seems to characterize the behaviors which are not only consistent with the p.eer group behaviors (on dressing and alcohol drinking), but also with parental restrictions or general standard of fami1y life. This fáctor wi1l therefore be called a “CULTURAL ADAPT ABILITY" dimension. The second factor, like the first dimension of male stu臼n站 is related to typical independent-seeking behavioral pattems among youth - DRINKING ALCOHOL, FREE TO LEAVE HOME, NO RESTRICTION ON DA TING, etc. It may be cal1ed a
“
CONTEMP一 171 一
Bulletin of抽tionalTaiwan Normal Urliversity No. 28
GETTING GOOD GRADES
,
DISCQSS~ON ALL ISSUES,
ATTENDING CHURCH, CURFEW, NEATNESS OF BEDROOM, RESPONSIBILlTY AT HOME,
CONSULTATION ON MONEY. In contrast to such conceptions as DRINKING ALCOHOL and DRESSING SLOPPILY, this dimension can b已 t紀emτ賞ned as as剖ion 4 i泌s s扭1祉H缸 tωo the 1旭as仗t dimension of ma1e group with domina組nt concepts of ROCK MUSIC, HAIR STYLE, DRIVING A CAR, NO RESTRICTION OF AFTER SCHOOL ACTIVITY
,
LONG TIME ON TELEPHONE and DA TING.It wi11 a1so be tenned as a
“
YOUTH'S IDEAL SOCIAL BEHA VIORS" behavior.Parents of Male Students (P~M)
Scale factor (P~M). The sa1ient scale factors and loadings are given in Table 13(A). Like both male and fema1e students, the first and most dominant factor is factor 1 with clear Eva1uation connotation as reflected by sca1es good, right, reasonable, necessary, rational, constructive, pleasant, safe, careful, and reputable.
The second factor seems to be Osgood's Potency factor led by predictable, powerful, strong, self~confident， moral, reputable, important and careful. The appearance of active and fast would seern to suggest the dynamisrn nature of this factor. The third factor is dominated by scales j1exible, tolerant, relaxed, unusual, beaut昕Û， self-confident, clean, clever, quiet, and pleasant. It seems to characterize individua1's acceptabi1ity and positive attitude toward socia1 environ-ment. It may be caIled a Flexibi1ity dimension. Dimension 4 has rnany sa1ient scàles common to dimension 3, but it has a different flavor öf energies and uniqueness. It wi1l .be dubbed as a Uniqueness dimension. The last dirnension describes the adventurous nature of human behavior
,
including scales import，αnt，unpredictabJe, active, dangerous unusual and reasonable. It may be identified 船
an Adventurousness dimension.
Concept factors (P-MJ. The resultant concept factors and sa1ient Ioadings are given in Table 13(B). Dimension 1 dominated by three concepts ATTENDING CHURCH, CURFEW, and RESPONSlBILITY AT HOME, with minor loadings from LONG TIME ON TELEPHONE and RESPECT TO AUTHORITY seems to represent a traditiona1 good citizenship training program at hOllle. It likes dirnension 2 of rna1e students. this factor i泌s ca1led a
MANCE" dimensíon. The second dimension contains concepts representing some youth's pursuit of peer group independent lífe. They are FREE TO LEA VE HOME. ACTIVITIES AFTER SCHOOL and NO -RESTRICTION ABOUT THE
一 172 一
Table 13
Salient Variables and Loadings for Parents of Male Students
A. Sca1e Mode
12. unpleasant/pleasant .16 7. actìvel passive .26
16. dangerous/safe .24
Dimension 5
15‘ unusualjusual .22
14. importantjunimportant .74
18. reasonable/unreasonable .21
Table 13 (Continued)
B. Concept Mode
Dimension 1 15. activities after school 一.42
2. attending church .58 Dimension 4 . . . 吋p、吋
-1. curfew .45 13. neatness of bedroom .46
3. responsibility at home .45 16. discussion all issues .45
的 8. long time on telephone .19 11. getting good grades .41
~
~ 17. respect to authority .18 14. consu1tation on money .37
、恥"、
- h h k U 12. rock music -.32 17. respect to authority .34
12. rock music .19
.~
:s
Dimension 2 5. dressing sloppi1y .26志更
7. free to leave home .59~ 電話 15. actìvitìes after school .53 Dimension 5
18. datìng .52 12. rockmusic .56
'-~
9. driving a car .47
"、過
~ Dimension 3 6. hair style .37
.S2 、哈
~ 10. drinking alcohol .76 5. dressing sloppily .33
弘。-.
7. free to leave home .34 8. long time on telephone .27
.、皂‘學
~ 、~
5. dressing sloppily .22 4. going steady .238. long time on telephone .21 15. activities after school .20
Attitudinal mgkrences Between mgh School Students and
ïi;;;;p~;;~tsi~-u.s.A. A Case study ofGeneration Gap TIME OF DATING. Like dimension 3 of the ma1e student group it may be identified as a
“
YOUTH INDEPENDENCE" dimension. Dimension 3 emphasizes contemporary young generationa1 behaviors, including DRINKING ALCOHOL, FREE TO LEAVE HOME, DRESSING SLOPPILY, LONG TIME ON TELEPHONE, and ACTIVITIES AFTER SCHOOL. Like dimensíon 1 of the ma1e student group, this factor is ca11ed a“
CONTEMPORARY YOUTH BEHAVIOR PATTERN" 吐imension. Dimension 4 emphasízes the characteristics of traditiona1 roles or expectations of youth in socia1 and fami1y environments.It may be ca11ed a
The.last dimension, dominated by concepts ROCK MUSIC, DRIVING A CAR, HAIR STYLE, DRESSING SLOPPILY, LONG TIME ON TELEPHONE, GOING STEADY, and ACTIVITIES AFTER SCHOOL, clearly represents a
“
YOUTH'S IDEAL SOCIAL BEHAVIOR" dimension.Parents of lE"ema1e Students (P-F)
Scale factors (P-F
J.
The sa1ient factor loadings of sca1es are gíven ín Table 14(A). Dimension 1 is the usua1 Eva1uation dimension with leading sca1es good,rig.缸， reasonable, constructive, importa肘， safe, rational, and necessary. The second factor a1so recapture Osgood 's Potency dimension with sca1es strong, powerful, active, self-confident, careful, beaut的11， clean, moral, sophisticated, fast, and predictable. The thir社 dimension， dominated by noisy but immoral, or passive but moral connotations - noisy, usual, unpredictable, active, dirty, immoral, disreputable, and dangerous versus quiet, unusual, predictable, passi悶，
clean, moral, reputable, and safe. This factor may be identified as an Active-Immora1ity dimension. The fourth dimension is dominated by usual versus unusual, a10ng with flexible, relaxed, tolerant, reasonable, predictable, and natural on the left, and r棺材， tense, intolerant, unreasonable, unpredictable, and artificial on the right. Like for other groups
,
this factor is called a Uniqueness dimension. The last dimension led by the sca1es predictablè, rigid, passive, ug鈔，intolerant, usual, unimportant, and unpleasant versus their opposites unpredic-table, flexible, acti悶， beautiful, tolera刑， unusual, unimportant, and pleasant.
This dimension seems to underline the nature of behaviora1 predictability, and it wil1 be called a Predictabi1ity dimension. The last dimension is íntuitively very difficu1t to ínterpret because of the coexistence of unimportant, powerless and immoral along with sophisticated, lclever, careful, pleasant and predictable.
This factor mayrepresent specific ínteraction concept and subject factors in
- 175 一
A. Scale Mode