The purpose of this paper was to clarify the structure of parental support behavior, and its influence on the amount of child-parent dialogue and school performance.
In order to achieve this purpose, 71 items of parental support behavior were collected and categorized into positive, negative and non-support behaviors on the basis of Antonucci's support framework. The sample size was 176 female university students. The questionnaire given to them was constructed with these items.
The findings can be summarized as follows.
1. For positive support behavior, seven different dimensions were identified. These dimensions were 1) praise, 2) respect of the child' s self-determination, 3) encouragement, 4) devotion, 5) acceptance, 6) cooperation and 7) recognition. For negative support behavior, six different dimensions were identified. These dimensions were 1) over-involvment, 2) over-expectation, 3) prohibition, 4) suppresion, 5) non-interference and 6) over-protection.For non-support behavior, the dimension of ignorance was identified.
2. There was positive correlation between positive parental support behavior and child-parent dialogue, and negative corretation between negative parental support behavior and child-parent dialigue. For the child's school performance, the same trend was also found.
