父母情緒智力與幼兒社會行為之研究

The Study of Parents' Emotional Intelligence and Children's Social Behavior

吳偲嫄(S-Yuan Wu)

指導教授 ： 曹俊德

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2015年)

摘要

本研究旨在探討父母情緒智力與幼兒社會行為之現況，並據以提出結論與建議，期能提供對父母和幼兒園在父母情緒智力與幼兒社會行為現況之參考，以提升親子教育品質。本研究採取文獻分析與問卷調查進行研究。首先，蒐集相關文獻作為研究主題的理論基礎，據以擬定研究架構，進而編製「父母情緒智力與幼兒社會行為量表」問卷作為研究工具。
本研究以台灣地區660位就讀於幼兒園中大班(4~6歲)之父母為施測對象，取得有效問卷為562份，調查結果以平均數、標準差、t檢定、單因子變異數分析等統計方法，進行資料處理分析，獲得以下結論：
一、父母情緒智力量表調查結果，得到父母重視的情緒智力層面表現依序為「情緒的反省、提升與實現」、「情緒的轉移、調節與控制」、「情緒的溝通與運用」與「情緒的察覺、評估與表達」。
二、父母情緒智力的具體作為以「我喜歡聆聽孩子在生活中的大小事，來事，增近親子關係。」最為重要，但在父母情緒上最不喜歡採用「當孩子惹我生氣時，我會直接打他/她。」的方式。
三、幼兒社會行為量表調查結果，得到幼兒社會行為層面表現依序為「獨立行為」、「親和行為」、「退縮行為」與「攻擊行為」。
四、父母觀察幼兒社會行為的表現以「我的孩子會攻擊其他孩子。（如：咬、踢、打人）。」外在的攻擊行為頻率較高，但在「我的孩子與不熟的人接觸會畏縮害羞。」於內在情感表達較為不明顯。
五、父母情緒智力量表在不同背景變項的父母性別、年齡、教育程度、職業，均有顯著差異。
六、幼兒社會行為量表在不同背景變項的父母性別、年齡、教育程度、職業，均有顯著差異。

根據研究過程與結果，本研究提出以下之建議：
一、家長宜以身作則，以提供情緒管理的最佳示範。
二、家長宜採用情緒的轉移、調節與控制之策略以及提升幼兒正向行為能力。
三、定期舉辦親職教育活動，以提升多元化家庭在親職教育相關。
四、家庭宜安排親子活動，以增加父母對幼兒互動學習之機會。

關鍵字

社會行為 ； 情緒智力

並列摘要

The object of this research is to analysis the effect that parent’s emotional intelligence have on children's social behavior and providing conclusion and advice hoping that it can be a reference for parents and preschool. Further improve the quality of parenting education. The research is conducted by analyzing documents and questionary survey. First of all, the research gathered documents on the research topic to set the foundations for the research and layout the structure of the research. Further into the stages, we edited a “Parent emotional intelligence and children social behavior” survey questionary to support the research.
The research focused on the parents of 660 preschool students aged between 4 to 6 in the Taiwan region. We acquired 562 effective survey questionaries and implemented statistic methods such as mean, median, standard deviation, T test and one way ANOVA to analysis the data. We acquired the below conclusion:
1.According to the parent emotional intelligence measuring results, we concluded that the emotional intelligence aspects
that parents take seriously are in the order of “emotion introspection, promotion and actualization”, “emotional transferal,
adjustment and control” , “Emotion communication and application”, “emotion preservation, evaluation and expression”
2.The most important parent emotional intelligence practice is “I like listening to kids talk about their day and make our
relationship closer”. “When my kids intimidate me, I will direct hit them” is the most disliked emotional intelligence
practice.
3.According to the children social behavior evaluation results, the most common children social behavior is in the order of
“independent behavior” , “affiliation behavior”, “withdrawing behavior” and “aggressive behavior”
4.Parental observes children's behavior “My kid attacks other kids (e.g.bite, kick, hit)” is the most frequent and less
obvious on internal emotion expression such as “my kids are shy around people that he is not familiar with”
5.Parent emotional intelligence list has obvious difference between parents with different backgrounds. Factors such as
sex, age, education level, occupation all have obvious effect and difference.
6.Children social behavior evaluation list have dramatic difference in accordance to parents backgrounds, such as sex,
age, education level,occupation.
According to the process and result of the research, we propose the below advice:
1.Parents should set an example themselves and provide a role model for emotional intelligence.
2.Parents should practice emotion transferal, adjustment and control to improve children's positive behavior ability.
3.Periodic parent education activities can improve diversified family parenting education.
4.Family day and parent-children interaction activities can improve and provide opportunity for parents to interact and
learn with their children.

並列關鍵字

emotional intelligence ； social behavior

參考文獻

呂翠夏（2010）。母親與父親的情緒社會化行為及幼兒的情緒調節與同儕互動的關係。教育研究學報，44(2)，P1-29。

林貴寶（2005）。家庭情緒表達風格與青少年學業失敗後對父母負向言語反應特性（未出版碩士論文）。國立台灣大學，台北市。

林業盈(2009)。資優生個別化教育計畫生態系統模式建構之研究。國小特殊教育，47，107-120。

張春興、楊國樞（1993）。心理學。台北：三民。

黃德祥（1999）。青少年發展與輔導。台北市：五南。