| 摘要: | 近年來，台灣步入少子女化時代，幼兒發展已是育兒家庭的重要課題之一，其中幼兒社會能力對未來整體發展的重要性更是不言而喻；根據教育部資料所示，2-5歲幼兒就讀幼稚園的比例高達68%，幼稚園能提供的教保品質便成為評估幼稚園環境的重要指標。
本研究旨在了解國內48個月幼兒之幼稚園學習環境、教師管教信念、師生互動及幼兒社會能力間關係，並探討教師管教信念與師生互動在學習環境與幼兒社會能力間的中介效果。本研究使用「臺灣幼兒發展調查資料庫」釋出之「36月齡組第二波48月齡組」作為分析樣本，研究樣本共576筆。透過SPSS進皮爾森積差相關分析與Haye’s PROCESS的中介模型檢定，研究結果如下：
一、「學習環境」、「師生互動」、「幼兒社會能力」三變項間呈正相關；「教師管教信念」僅與「師生互動」呈負相關，與另二變項無顯著相關。
二、僅「師生互動」在「學習環境」與「幼兒社會能力」間扮演中介的角色；除「教師管教信念」本身不具中介效果外，「師生互動」與「教師管教信念」亦無遠程中介效果。
最後本研究根據資料分析結果提出實務與未來研究上的建議。
In recent years, Taiwan has entered an era of low birthrate, and child development has become one of the important issues for parenting families. The importance of children's social competence to the overall future development is self-evident. According to the Ministry of Education, the proportion of children aged 2-5 attending kindergartens is as high as 68%. The quality of education and care provided by kindergartens has become an important indicator for evaluating the kindergarten environment.
The purpose of this study was to understand the relationship among 48-month-old children's kindergarten learning environment, teacher discipline beliefs, educarer-child interaction, and children's social competence. And to explore the serial mediating effect of teacher discipline beliefs and educarer-child interaction between learning environment and children's social competence. This study used the "2nd wave of 48-month-old group in the 36-month-old group" released by the "Kids in Taiwan National Longitudinal Study of Child Development & Care" as the analysis sample, with a total of 576 research samples. The data was analyzed by Pearson product-moment correlation and Haye's PROCESS mediation model test with SPSS. The research results are as follows:
1. There are positive correlation among the three variables of "learning environment", "educarer-child interaction" and "children's social competence"; "Teacher discipline beliefs" is only negatively correlated with "educarer-child interaction", and has no significant correlation with the other two variables..
2. Only "educarer-child interaction" plays a mediating role between "learning environment" and "children's social competence". Except that "teacher discipline beliefs" has no mediating effect, "educarer-child interaction" and "teacher discipline beliefs" also have no serial mediating effect.
Finally, this study puts forward practical and future research suggestions based on the data analysis results. |
