台南巿國小附幼教師對幼兒分離焦慮主觀認知、師生依附關係及安撫措施之相關研究

The Relationships Among Teachers’Subjective Cognition of Children´s Separation Anxiety, Teachers and Students Attachment and Comfortment Measures in Tainan Affiliated Kindergarten of Public Elementary School

吳瑩娜(Ying-na Wu)

指導教授 ： 張瓊云

台南應用科技大學/生活科技學院/生活應用科學研究所/碩士(2011年)

摘要

摘 要
本研究主要目的在探討不同背景變項下，公立國小附幼教師對幼兒「分離焦慮」現象的認知、「師生依附關係」及「對幼兒分離焦慮現象所採取的安撫措施」之現況及差異情形。
研究對象為大台南地區375位附幼教師。研究方法採問卷調查法，經由描述性統計、單因子變異數、雪費事後比較、皮爾遜相關係數等方式加以分析，比較「分離焦慮的主觀認知」、「師生依附關係」及「幼教師所採取的安撫措施」各構面的現況、差異情形及相關性。
本研究之主要發現如下：
1.主觀認知、師生依附關係、安撫措施及因應技巧的平均數均居於中位數之上，表示幼教師對幼兒分離焦慮的認知、師生依附及安撫措施、因應技巧皆屬良好。
2.不同班級學生人數之幼教師對「幼兒分離焦慮認知原因」達顯著差異。
3.不同年齡的幼教師對「改進型」師生依附關係達顯著差異。
4.不同年齡、不同年資的幼教師對「親師溝通」、「園所配合」等因素及「安撫措施」總量表上達顯著差異。
5.不同教育程度之幼教師在「園所配合」因素上達顯著差異。
6.除幼教師之「認知原因」與「園所配合」、「產生行為原因」與「班級經營」、「園所配合」、「安全型」師生依附關係與「親師溝通」及「改進型」師生依附關係與「班級經營」間未達相關外，其餘皆多有中度以上相關。
根據研究結果，提出具體建議，作為教學者及幼兒園處理幼兒分離焦慮行為之參考，以提升幼兒園教師的教學技巧與專業知能。
關鍵字：分離焦慮、依附關係、安撫措施

關鍵字

分離焦慮 ； 依附關係 ； 安撫措施

並列摘要

Abstract
This study was aimed to investigate current situations and differences of “public primary school-affiliated kindergarten teachers’ cognition of children’s separation anxiety" , "teachers-students attachment relationship " and “measures for comfort children’s separation anxiety” under different backgrounds.
This study conducted questionnaire survey among 375 teachers of primary school -affiliated kindergartens at Great Tainan Area. Methods such as descriptive statistics, one way analysis of variance, Scheffe' Post Hoc comparison and Pearson Correlation were used to analyze and compare current situations, differences and correlation of "subjective cognition of separation anxiety", "teachers-students attachment relationship " and “comfort measures taken by kindergarten teachers”.
The main findings were as below:
1. Averages of subjective cognition, teachers-students attachment relationship, comfort measure and coping skill were all above the median, which mean these 4 aspects were all good.
2. Kindergarten teachers from classes constituted by different numbers of students were significantly different in “reason for perception of children's separation anxiety”.
3. Kindergarten teachers of different ages were significantly different in “improved” teachers-students attachment relationship.
4. Kindergarten teachers of different ages and seniorities showed significant differences in factors such as “parents-teachers communication”, “kindergarten cooperation” etc, as well as total scale of “comfort measures".
5. Kindergarten teachers with diversified educational backgrounds were significantly different in “kindergarten cooperation”.
6. Except following factors that were not correlated -" perception reason for " and “kindergarten cooperation”, " behavior causes" and " class management", “kinder- garten cooperation”, "safe attachment relationship ” and “parents-teacher communications” as well as “improved attachment relationship” and "classroom management"-all the other factors had moderate-above correlation.

Based on above results, this study proposed some suggestions that could act as a reference for teachers and kindergartens to deal with children’s separation - anxiety behaviors and improve kindergarten teachers’ teaching skills and professional competency.

Keywords: separation anxiety, attachment, comfort measures

並列關鍵字

separation anxiety ； attachment ； comfort measures

參考文獻

參考文獻

一.中文部份

王建君(2010)。小班幼兒分離焦慮應對策略的研究。發佈時間2010年9 月21

日，網址：http://www.preschool.net.cn。

行政院主計處(2010)。15至64歲已婚女性之目前就業狀況。2011年12月28