本研究主要目的有四:(1)了解影響幼兒與母親以及與教師間依附關係品質之相關因素;(2)探討與母親以及與教師建立起不同依附類型之幼兒其社會與學習行為的差異情形;(3)探討幼兒與母親以及與教師間依附關係的相關情形;(4)探討依附Q-set在我國的適用情形。本研究受試對象為四十位三歲至四歲半之幼兒、幼兒母親以及幼兒教師。進行親子依附Q-set以及師生依附Q-set的觀察後,請幼兒教師評量幼兒在幼兒園所中的社會與學習行為表現,進行資料分析。本研究之主要結果如下:1.幼兒與母親間的背景變項(幼兒性別、幼兒入園情形、幼兒在園時問、母親是否就業以及母親的教育程度)不會影響親子間安全依附關係的建立。2.幼兒與教師間的背景變項(幼兒性別、幼兒入園情形、幼兒在園時間、教師年齡、教師學歷以及教師教學年資)不會影響師生問安全依附關係的建立。3.與教師建立起不同依附類型之幼兒其親和行為量表得分達顯著差異。4.幼兒與教師間的依附安全分數對幼兒的學習行為量表得分具有顯著的預測力。5.幼兒與母親間的依附關係和幼兒與教師間的依附關係無顯著相關。針對上述之研究發現,本研究提出對研究工具「依附Q-set」之討論,並對未來之研究方向提出建議。
There are four purposes in this study: (1) to understand the effects of related factors on child-mother and child-teacher attachment; ( 2) to explore the differences of preschoolers' social and learning behaviors between different attachment types; (3 )to study the relationship between child-mother and child-teacher attachment; and (4) to test the suitability of Waters' "a attachment Q-set" for preschools in Taiwan. Forty preschoolers participants were quantitative analysis by using "attachment Q-set", "Child-teacher attachment Q-set" and "Children social and learning behaviors scale". Results indicated that (1) demographic characteristics didn't affect establishing child-mother attachment; (2) demographic characteristics didn't affect establishing child-teacher attachment; (3) different child-teacher attachment types were significantly different in preschoolers' friendly behavior score; (4) security score of child-teacher attachment significantly predicated preschoolers' learning behaviors score; and (5) there was no significant relationship between child-mother and child-teacher attachment. The spplications of "attachment Q-set" were discussed. Suggestions are made for future research.