摘 要 鑒於現今學前幼兒的高入學率現象,家庭與幼兒園中的主要照顧者其實都影響著幼兒之社會行為發展。因此,本研究探討母親與教師的管教方式對幼兒社會行為之影響,並進一步比較當母親與教師採用相同或不同的管教方式時對幼兒社會行為之影響。 本研究以新竹縣、市275名之大班幼兒及其母親、幼兒園教師為研究樣本,研究工具包括「母親管教方式量表」、「教師管教方式量表」、「兒童社會行為量表」及「幼兒氣質量表」。資料分析之統計方式,以幼兒社會行為的各分向度為依變數,母親、教師的管教方式(反應高低、要求高低、四種不同管教類型)、以及母親與教師相同和不同管教方式之組合分別為自變數(factor),母親的年齡、教育程度、職業、教師的年齡、年資、幼兒的性別、排行、教師對幼兒氣質的看法為共變量進行共變數分析(ANCOVA)。本研究主要的研究結果如下: 一、新竹地區之母親與教師的管教方式均以「開明權威」、「忽視冷漠」兩種型式偏多,而「專制權威」、「寬鬆放任」兩者較少。 二、母親之管教方式對幼兒社會行為的影響: 1.母親管教之反應高低對幼兒社會行為的影響無顯著差異。 2.母親低要求的管教方式對幼兒之社會行為影響較佳。 3.母親採「寬鬆放任」的管教方式對幼兒之社會行為影響較佳。 三、教師之管教方式對幼兒社會行為的影響: 1.教師以高反應與高要求的管教方式對幼兒之社會行為影響較佳。 2.教師採「開明權威」、「寬鬆放任」管教方式對幼兒之社會行為影響較佳。 四、母親—教師間管教之一致性對幼兒社會行為的影響: 1. 有益的管教方式:(1)親師間一致的高反應。 (2)親師間一致的低要 求。 (3)母親低反應—教師高反應。 (4)母親低要求—教師高要求。 2. 有害的管教方式:(1)親師間一致的低反應。 (2)親師間一致的高要求。 (3)母親高反應—教師低反應。 (4)母親高要求—教師低要求。 根據本研究之發現,提出對母親、教師、幼兒園、未來研究以及共同關心此一議題者之建議。 關鍵字:幼兒、社會行為、母親管教方式、教師管教方式、中間系統
Effect of Mothers’ and Teachers’ Discipline on Young Children’s Social Behavior ABSTRACT Based on the high percentage of young children going to preschool, presume that keepers in the family and in the preschool would both influence young children on their social behavior. Therefore, in addition to discuss what effect the discipline of mothers and teachers would do to young children’s social behaviors, this study would like to discuss the influences when mothers and teachers use agree or disagree discipline. This study used 275 young children’s, their mothers and their teachers who were located in Shin-Chu. The instrument of this study included “mothers’ discipline scale”, “teachers’ discipline scale”, “young children’ social behavior scale”, “young children’ temper scale”. The major result can be drawn as fallow: 1. The style of the discipline of mothers and teachers who were lived in Shin-Chu, had the more authoritative and indifferent-uninvolved and the less of authoritarian and indulgent-permissive. 2. Effect of mothers’ discipline on young children’s social behavior: (1) The high or low responsiveness of mothers’ discipline is no significant on young children’s social behavior. (2) The low demanding of mothers’ discipline had better influence on young children’s social behavior. (3) The indulgent-permissive of mothers’ discipline had better influence on young children’s social behavior. 3. Effect of teachers’ discipline on young children’s social behavior: (1) The high responsiveness and demanding of teachers’ discipline had better influence on young children’s social behavior. (2) The authoritative and indulgent-permissive of teachers’ discipline had better influence on young children’s social behavior. 4. Effect of mothers’ and teachers’ discipline on young children’s social behavior: (1) The good discipline: A. agreement of high- responsiveness, B. agreement of low- demanding, C. disagreement of mother low- responsiveness with teacher-high responsiveness, D. disagreement of mother low- demanding with teacher-high demanding. (2) The harmful discipline: A. agreement of low- responsiveness, B. agreement of high- demanding, C. disagreement of mother high- responsiveness with teacher-low responsiveness, D. disagreement of mother high- demanding with teacher-low demanding. Key word: young children, social behavior, the discipline of mother, the discipline of teacher, mesosystem
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