幼兒園教師對幼兒行為問題歸因歷程模式建構暨驗證之研究

The construction and the confirmation of teachers’ attributional process models for the young children’s problem behavior in the kindergarten.

郭彩虹

指導教授 ： 毛國楠

國立臺灣師範大學/教育學院/教育心理與輔導學系/博士(2012年)

摘要

依據動機的人際歸因理論，本研究提出教師對幼兒行為問題之歸因歷程模式，研究目的為（1）建構幼兒教師對幼兒行為問題的歸因歷程模式，運用結構方程式進行檢驗，以實徵資料驗證模式適配度；（2）分析教學年資在教師歸因歷程模式的調節效果；（3）檢驗教師效能信念在教師歸因歷程模式的調節效果與中介效果；（4）採用質性研究方法，探討教師面對幼兒行為問題時的歸因歷程現象；（5）依據研究結果提出建議，以作為幼兒園教學、輔導與未來研究之參考。
本研究採取問卷調查與觀察、訪談研究方式來蒐集量化與質性資料。量化研究部分，以研究者自編「教師處理幼兒在校行為問題問卷」為研究工具，正式有效樣本為684位在幼兒園服務的教保人員，量化資料以描述統計、結構方程模式SEM及多群組樣本分析進行考驗；在質性研究部分，以苗栗縣勝利幼兒園（化名）的四個教室情境為觀察場域，以四位幼兒園老師為訪談對象，質性資料透過質化分析軟體MAXQDA的協助來建立編碼。
本研究得到以下結論：
一、本研究修正後之「幼兒教師對行為問題歸因歷程模式」，包含控制性歸因向度、幼兒原因、責任判斷、生氣情緒、與負向因應策略等變項，獲得實證資料的驗證，可以用來解釋幼兒教師面對幼兒行為問題時的歸因歷程情形。各變項關係為：幼兒原因歸因與控制性歸因向度對責任判斷有顯著的直接效果、責任判斷對教師生氣情緒與負向因應策略皆有顯著的直接效果、教師生氣情緒對負向因應策略的使用有顯著的直接效果。
二、教學年資對教師歸因歷程模式不具調節效果。
三、教師效能信念對教師歸因歷程模式不具調節效果。
四、教師效能信念對包含幼兒原因、責任判斷、生氣情緒與負向因應策略之歸因歷程模式具有中介效果，是幼兒原因對責任判斷的中介變項。
五、透過質性研究，發現教師面對幼兒行為問題時的歸因歷程現象，確實存在教師歸因、情緒反應、責任判斷、未來期待、與因應策略等歷程。

關鍵字

教師歸因歷程 ； 行為問題 ； 結構方程模式 ； 教師效能信念

並列摘要

The study based on interpersonal attribution theory of motivation, attempted to construct the teachers’ attributional process model for the young children’s problem behavior in the preschool, the purposes of the study were: (1)to construct the teachers’ attributional process model for the young children’s problem behavior in the preschool and to verify the goodness of fit between empirically observed data and the model with the theory structure equation model(SEM); (2)to analysis of the moderating effect of teaching years in the teachers’ attributional process model; (3)to analyze moderating effects of the latent variables in the teachers’ attributional process model due to teachers' efficacy beliefs; and to test teachers' efficacy beliefs in the teachers’ attributional process model with the mediating effect; (4) using qualitative research methods to explore the phenomenon of the teachers’ attributional process for the young children’s problem behavior; (5)to make recommendations based on the findings, as teaching, counseling and future research reference.
This study adopted the questionnaire survey, observation and interview methods to collect quantitative and qualitative data. The quantitative study subjects were 684 teachers in the preschool. The instrument was "teachers deal with childrens’ problem behavior in the preschool questionnaire". The obtained quantitative data were analyzed by descriptive statistics, structural equation modeling (SEM), and multi-sample SEM analysis. About the qualitative study, researcher observed in four classroom settings of a preschool in Miaoli County. The participants of the interview were four preschool teachers. The qualitative data coding used the MAXQDA software.
The conclusions of the study were summarized as following.
(a)In this study, the teachers’ attributional process modify model, contains controllability, children reasons, responsibility judgments, anger, and negative coping strategies variables, can be used to well explain the empirically data.Between the relations of each latent variable, there were some results: (1) Controllability, children reasons had significant positive direct effects on responsibility judgments variables; (2) responsibility judgments variable significant had significant positive direct effects on teachers angry emotions and negative coping strategies variables. (3) teachers angry emotions had significant positive direct effects on negative coping strategies variables.
(b)There wasn’t moderating effect for teaching years of teachers to teachers’ attributional process model.
(c)There wasn’t moderating effect for teachers’ efficacy beliefs to teachers’ attributional process model.
(d)The effects of responsibility judgments and children reasons are mediated by teachers’ efficacy beliefs variable.
(e)Through qualitative research, the researchers found that the phenomenon of children problem behavior existence of teachers’ attribution, emotional response, the responsibility judgments, future expectations, and coping strategies.

並列關鍵字

teachers’ attributional process ； problem behavior ； structure equation model ； teachers’ efficacy belief

參考文獻

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