親子共讀與學前幼童社會心理問題關係之探討

The association between parent-child shared reading and psychosocial problems among preschoolers

吳心懿(Hsin-Yi Wu)

指導教授 ： 張齡尹

國立臺灣大學/公共衛生學院/健康行為與社區科學研究所/碩士(2022年)

https://doi.org/10.6342/NTU202203511

摘要

研究背景：
親子共讀對於幼童各項發展具有一定影響力，政府專家因此建議父母盡早開始共讀，並透過「對話式閱讀」的方式以增進幼童之參與感，然其與學齡前幼童社會心理問題相關性之研究相當缺乏。另外，父職參與能促進幼童社會心理發展，且研究指出父親共讀對幼童之影響與母親共讀不同；然而，先前研究極少考量父親共讀之效果，亦較少考慮並比較雙親共讀的影響。除此之外，根據「特定情緒模型」，父母育兒行為與婚姻衝突會相互影響，並共同影響幼童心理發展，但婚姻衝突在親子共讀與社會心理問題之關係中是否有類似的調節效果亦未知。
研究目的：
本研究旨在探討臺灣學前幼童與父母進行親子共讀與其社會心理問題之關聯，主要針對「開始共讀之歲數」及「共讀互動程度」的想進行探討，並進一步分析婚姻衝突在此關係中之調節作用。本研究並進一步探討共讀的影響力是否會因共讀對象的不同而有所差異。
研究方法：
本研究採橫斷式設計，於民國110年11月開始至111年3月6日，透過非隨機抽樣於網路平台（包含：幼兒園學校網頁、Facebook、PTT、Line及Instagram）招募參與者，最終納入1,038位有進行親子共讀的3–5歲學齡前幼童之父親或母親為研究對象，其中包含198對雙親成對樣本。利用SurveyCake做為網路問卷平台，進行自填式問卷資料收集，問卷內容包含：親子共讀的相關資料、學前幼童社會心理問題、婚姻衝突及其他重要控制變項。以多元羅吉斯迴歸分析親子共讀與幼童社會心理問題之關係，並利用交互作用分析探討婚姻衝突與親子共讀是否存在交互作用。另外，本研究進一步分析雙親成對樣本，探討在控制伴侶之共讀情況後，父親及母親共讀分別對於幼童社會心理問題之效果。
結果：
本研究顯示「開始進行共讀的歲數」及「對話式共讀」，皆與幼童社會心理問題有關。相較於孕期及未滿一歲開始共讀，三歲以上開始的幼童，其社會心理問題風險較高 (Adjusted Odds Ratio, aOR = 2.58, p<.01)，而對話式共讀互動程度越高，幼童社會心理問題之風險較低 (aOR = 0.96, p<.05)。婚姻衝突只與幼童開始進行共讀的歲數存在交互作用；具體而言，隨著家庭的婚姻衝突程度越高，相較於在孕期及未滿一歲開始共讀者，若從兩歲未滿三歲才開始共讀的幼童，其社會心理問題的風險顯著越高 (aOR=1.21, p<.01)。最後，針對雙親成對樣本，本研究發現，當控制父親共讀及其他變項後，母親於幼童兩歲至未滿三歲開始進行共讀，相對於孕期及未滿一歲開始者，幼童社會心理問題的風險較高 (aOR =6.70, p<.05)；而控制母親共讀及其他變項後，父親共讀的頻率與幼童之社會心理問題顯著有關 (aOR =0.70, p<.05)。
結論：
本研究結果強調父母應即早開始與幼童進行親子共讀，特別是家庭中之婚姻衝突較高時，並於共讀期間使用對話式共讀技巧來降低幼童的社會心理問題。因此，建議父母可於孕期即開始進行親子共讀，並於衛教期間加強對話式共讀之技巧。另外，相關介入計畫在發展與執行時，亦需考量家庭中婚姻衝突的影響。

關鍵字

親子共讀 ； 對話式共讀 ； 學前幼童 ； 社會心理問題 ； 父親

並列摘要

Background:
The experts recommend parent-child shared reading beginning as early as possible and applying dialogic techniques to improve children’s development. Although an extensive literature has shown positive influences of shared reading on early child development, the association between shared reading and children’s psychosocial development is limited. Especially, most of the previous studies only examined the effects of mother-child shared reading, neglecting how father-child shared reading may also benefit child health outcomes. Furthermore, based on the Specific Emotions Model, there is an interacting effect of parental behavior and marital conflict on children’s development. Nevertheless, the moderating effect of marital conflict on the association between shared reading and children’s psychosocial problems remains unclear.
Objective:
The aim of this study is to examine the associations between parent-child shared reading and psychosocial problems in preschoolers and to investigate the potential moderating effects of marital conflict on this association. In addition, we examined the relative role of mother–child and father–child shared-reading on psychosocial problems of children.
Methods:
In the present cross-sectional study, we recruited 1,038 mothers or fathers of preschoolers aged 3–5 years through the internet, namely Facebook, PPT, Line, and Instagram. Among the included sample, 198 were matched pairs of fathers and mothers. Parents were asked to fill out a Web-based questionnaire containing questions on sociodemographic information, shared reading, children’s psychosocial problems, and marital conflict. Multiple logistic regression model was used for analyzing the relationship between parent–child shared reading and children’s psychosocial problems. Moderation of martial conflict was examined by testing the significance of interaction term between shared reading and marital conflict in the model. Moreover, we conducted subgroup analyses using the paired sample and performed multiple logistic regression separately by parent gender, thereby allowing examination of the relative role of mother-child and father-child shared reading on preschoolers’ psychosocial problems, while also adjusting for the partner’s practice of shared reading.
Results:
We found that compared to children who started shared reading before 1 year old, those who started after 3 years old had more psychosocial problems (Adjusted Odds Ratio, aOR = 2.58, p<.01); on the other hand, dialogic shared reading was negatively associated with children’s psychosocial problems (aOR = 0.96, p<.05). In addition, moderating effect of marital conflict was only significant on the association between age at which parents began reading with their child and the outcome. Specifically, compared to those who started reading before 1 year old, the risk of developing psychosocial problems for children who started shared reading at 2-to-3-year-old elevated as levels of marital conflict increased (aOR=1.21, p<.01). Furthermore, in the subgroup analyses of 198 mother–father paired sample, the age of onset of mother–child shared reading was related to preschoolers’ high risk of psychosocial problems (aOR =6.70, p<.05). Regarding the influences of father–child shared reading, only the frequency of shared reading was significant, with more frequent shared reading associated with lower risks of psychosocial problems (aOR =0.70, p<.05).
Conclusion:
Our study suggested that parents should start parent–child shared reading as soon as possible, especially for those families with high marital conflict, and apply dialogic shared reading skills to promote children’s psychosocial development.

並列關鍵字

Parent–child shared reading ； Dialogic shared reading ； Preschoolers ； Early childhood ； Fathers ； Psychosocial problems

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