| 摘要: | 本研究旨在探討幼兒之主要照顧者對於幼兒的教養方式與幼兒社會能力之現況，以立意取樣方式，以112學年度新北市永和區七家立案幼兒園3至6歲幼兒之主要照顧者為施測對象，探討主要照顧者教養方式與幼兒社會能力的關係，採用問卷調查法，回收有效問卷共計396份，所得資料以描述性統計、獨立樣本t檢定、單因子變異數分析、雪費事後比較、皮爾森積差相關等方法進行，經統計分析後得出下列幾點結論：
一、主要照顧者教養方式以「開明權威」的教養方式為最多，而「忽視冷漠」的教養方式為最少。
二、在幼兒社會能力七個向度中，以「學習表現」得分最高，「情緒管理」得分最低。
三、主要照顧者教養方式在「不同幼兒性別」、「不同幼兒年齡(班別)」、「不同出生序」、「不同主要照顧者年齡」、「不同主要照顧者教育程度」、「不同主要照顧者職業」、「不同家庭結構」、「不同子女數」的幼兒其教養方式上均有顯著差異。
四、在幼兒社會能力七個向度中，「不同幼兒性別」、「不同出生序」、「不同主要照顧者教育程度」無顯著差異。
五、「不同年齡(班別)」其幼兒在社會能力的「自主行為」、「情緒管理」、「人際關係」、「溝通表達」，「合作同理」、「學習習慣」、「學習表現」均有顯著差異。
六、「不同的主要照顧者職業」的幼兒在社會能力「自主行為」、「情緒管理」、「學習表現」有顯著差異。
七、「不同家庭結構」其幼兒社會能力在「自主行為」、「學習習慣」、有顯著差異。
八、「不同子女數」的家庭其幼兒社會能力在「人際關係」、「學習表現」有顯著差異。
九、主要照顧者教養方式以「開明權威」與幼兒社會能力七個向度「自主行為」、「情緒管理」、「人際關係」、「溝通表達」，「合作同理」、「學習習慣」、「學習表現」呈現顯著正相關。
根據上述研究結果，提出具體建議，供幼兒園所、相關教育學者與後續研究者參考之。
The purpose of this study was to explore the current situation of children's parenting style and children's social ability of young children's primary caregivers, and to explore the relationship between the parenting style of primary caregivers and children's social ability by means of intentional sampling, and the main caregivers of children aged 3 to 6 in seven kindergartens in Yonghe District, New Taipei City in the 112th school year were used as the test objects, and the relationship between the parenting style of the primary caregivers and the social ability of young children was explored, and a total of 396 valid questionnaires were collected by questionnaire survey method, and the data obtained were descriptive statistics, independent sample t test, one-way variation analysis, and post-event comparison of snow fees. After statistical analysis, the following conclusions are drawn:
1. The main caregiver's parenting style is the most "enlightened and authoritative" parenting style, while the "neglect and indifference" parenting style is the least.
2. Among the seven dimensions of children's social competence, "academic performance" scored the highest, and "emotional management" scored the lowest.
3. There were significant differences in the parenting styles of children with different genders, different ages (classes), "different birth sequences", "different ages of primary caregivers", "education levels of different primary caregivers", "occupations of different primary caregivers", "different family structures" and "different number of children".
4. Among the seven dimensions of children's social ability, there were no significant differences in the education level of different children's genders, birth sequences, and primary caregivers.
5. There were significant differences in "autonomous behavior", "emotional management", "interpersonal relationship", "communication and expression", "cooperation and empathy", "learning habits" and "learning performance" in social ability of children of different ages (classes).
6. There were significant differences in social competence in "autonomous behaviour", "emotional management" and "academic performance" among children with "different primary caregiver occupations".
7. There are significant differences in children's social abilities in "independent behavior" and "learning habits" among children with "different family structures".
8. There are significant differences in children's social skills in "interpersonal relationships" and "academic performance" in families with "different number of children".
9. There was a significant positive correlation between the parenting style of the primary caregiver and the seven dimensions of children's social competence: "autonomous behavior", "emotional management", "interpersonal relationship", "communication and expression", "cooperation and empathy", "learning habits" and "learning performance". Based on the above research results, specific suggestions are put forward for the reference of kindergartens, relevant education scholars and follow-up researchers. |
