幼兒教師評定師生關係與幼兒社會人際能力關聯研究

本研究目的主要建構幼兒教師評量師生關係工具，並探究幼兒教師師生關係與幼兒社會人際能力的關聯情形，以新北市、臺北市與桃園市16所幼兒園的3-6歲幼兒的教師／教保員為研究對象，採用問卷調查法，有效問卷共有177份，將師生關係工具進行項目分析、探索性因素分析，並與幼兒社會人際能力進行相關和迴歸分析。研究結果顯示，師生關係題項經由項目分析刪除原始量表中因素負荷量較低的題項，保留18題做為正式量表，再經探索性因素分析後，幼兒教師師生關係分為「保護支持」和「親近互動」兩個因素，總量表和分量表Cronbach's α介於.89～.93；「幼兒社會人際能力」則為利他、合群合作、和互動三個分量表，Cronbach's α介於.91～.93。幼兒教師／教保員評定的整體師生關係、保護支持和親近互動平均數介於4.06～4.33，傾向符合；幼兒的社會人際能力整體、利他、合群合作和互動平均數介於3.89～4.34，傾向經常如此；由皮爾森積差相關分析結果發現，幼兒師生關係整體分數與幼兒社會人際能力呈現低度至高度顯著正相關（r=.29～.68）；由迴歸分析發現，幼兒教師評定師生關係對幼兒社會人際能力中的利他、合群合作和互動具有顯著解釋力，其中幼兒教師師生關係的親近互動行為越多，幼兒社會人際能力中的利他能力、合群合作和互動越顯著增加，師生關係的保護支持越高，幼兒的利他展現越多，背景變項和師生關係變項共可解釋13～51%的幼兒社會人際能力。最後根據本研究結果提出具體建議，以供後續研究者和實務工作者參考。

關鍵字

幼兒；幼兒教師／教保員；師生關係；社會人際能力

並列摘要

The purpose of this study was to develop a tool for evaluating teacher-child relationships in early childhood settings, as well as to investigate how these relationships affect preschoolers' social and interpersonal competence. The study participants were teachers and educare givers of 3 to 6-year-olds employed at 16 preschools in New Taipei, Taipei, and Taoyuan cities. The questionnaire survey method was used, resulting in 177 valid responses. Item analysis and exploratory factor analysis were performed on the teacher-child relationship instrument, while correlation and regression analyses were performed on the association with the preschoolers' social competence. Following item analysis, items with lower factor loadings were removed from the original scale, and the formal teacher-child relationship scale comprised 18 items. The teacher-child relationship was found to have two factors, namely "protection and support" and "close bonds and interactions". The overall scale and its individual subscales had Cronbach's α values ranging from .89 to .93. In addition, the preschoolers' social and interpersonal competence was measured using a scale consisting of three subscales: altruistic competence, cooperation and teamwork, and interaction competence. The Cronbach's α values for these subscales ranged from .91 to .93. The overall teacher-child relationship was assessed by the teachers and had an average score ranging from 4.06 to 4.33, indicating a tendency towards agree. The overall score for preschoolers' social and interpersonal competence had an average score ranging from 3.89 to 4.34, indicating a tendency to frequently demonstrate these competencies. The Pearson product-moment correlation analysis revealed a weak to strong correlation (r=.29~.68) between the overall teacher-child relationship and the preschoolers' social and interpersonal skills. Regression analyses revealed that the teacher-child relationship as evaluated by the preschool teachers had significantly predictive power for preschoolers' social and interpersonal competence. The more frequent the close bonds and interaction between the preschool teacher and young children, the more significant the increase in preschoolers' social and interpersonal competence. Higher levels of protection and support in the teacher-child relationship also led to the more significant demonstration of preschoolers' altruistic competence. Together, all variables could explain 13-51% of preschoolers' social and interpersonal competence. Based on the results of this study, specific recommendations were made for future researchers and practitioners to refer to.

並列關鍵字

preschoolers ； teachers and educare givers ； teacher-child relationships ； social and interpersonal competence

主題瀏覽