| 摘要: | 隨著年代的累進，情緒調節在幼教的領域有越來越被重視的傾向。過去在探討這方面的議題時，多半由父母的教養行為著手。然而，幼兒的情緒調節非單一由父母角度來解釋，本研究嘗試以幼兒的氣質角度探討幼兒氣質與其情緒調節之間的關係。此外，社會的變遷也讓幼兒在幼兒園的時間逐漸增多，對某些家庭來說，幼兒與教師互動的時間甚至多過於其與父母的相處。Denham（1998）認為在幼兒園中，一位有幸福感的教師，懂得運用正向的方式去幫助及引導幼兒調節情緒，而且能接受孩子的負向情緒，並給予適當的引導。可見幼兒有可能受到老師快樂的幸福感影響而改變其因為個人氣質所造成的較為負向的情緒調節；然而，邱佳玲與魏美惠（2014）亦指出幼兒園教師工時較長、薪資福利較差又沒保障的現象可能影響教師的幸福感。因此，本研究意欲由父母對自己孩子氣質的自我報告來瞭解幼兒氣質與其情緒調節的關係；另一方面，本研究也意欲探討當幼兒的氣質導致其情緒調節能力較差的情況下，教師的幸福感能否作為一調節變項，以減緩幼兒氣質對其情緒調節能力發展所帶來的負向衝擊；而若教師的幸福感較低時，是否會更加惡化幼兒的情緒調節能力。本研究以方便取樣邀請北北基之幼兒園教師（N =150）填寫教師幸福感量表，並邀請這些教師從任教班級隨機挑選1名幼兒填寫該位幼兒的情緒調節量表（N =150）。本研究並邀請這些幼兒的母親（或主要照顧者）協助完成幼兒氣質評量。本研究假設：1.父母報告之幼兒氣質與教師填寫之幼兒情緒調節互有關連；2.教師幸福感與幼兒情緒調節具顯著正相關；3.教師幸福感在幼兒氣質預測其情緒調節上具調節效果。資料分析以描述性統計、相關分析、階層迴歸分析進行。經統計分析後，本研究獲致之主要結果如下：1.父母報告之幼兒主動控制氣質與教師填寫之幼兒情緒調節達顯著正相關；2.教師幸福感與幼兒情緒調節達邊緣顯著正相關；3.教師幸福感在幼兒氣質預測其情緒調節上具調節效果。本研究並針對幼兒氣質與教師幸福感之交互效果如何調節幼兒的情緒調節做進一步的探究與討論。
As time goes by, emotional regulation has gained more attention within the field of early childhood education. When discussing this particular issue in the past, most researchers were concerned of the influences of parenting behavior. However, young children’s emotional regulation cannot be explained solely from the parents' perspective. This research attempts to explore the relationship between young children's temperament and their emotional regulation from children’s perspective. Additionally, social changes have gradually increased the time children spent in kindergartens. Therefore, in some cases, children interact with their teachers more often than with their parents. Denham (1998) claimed that a kindergarten teacher with a sense of well-being knows how to utilize positive ways to help and guide young children for adjusting their emotions, while accepting children's negative emotions and providing appropriate guidance. It can be understood that young children may be affected by the teacher’s well-being, and thus change their negative emotion regulations caused by their personal temperament. However, Chiu and Wei (2014) also pointed out that excessive working hours, low total compensation rates and lack of guarantee may affect teachers' well-being. Therefore, this research aims to understand the relationship between children’s temperament and their emotional regulation. On the other hand, this research also intends to explore whether the teacher’s well-being can be applied as a moderator variable which can mitigate negative impacts while the young children’s temperament leads to their poor abilities of emotional regulation. Specifically, will it be possible that low teachers’ well-being worsen children’s ability to regulate their emotions in the case of children with negative temperament. This research invited kindergarten teachers from Taipei City, New Taipei City and Keelung City (N =150) to fill out the “Teacher's Well-being Scale”, and invited these teachers to fill out a child's “Emotional Regulation Questionnaire” (N =150) by random sampling. Additionally, this research invited these children's mothers (or the primary caregivers) to complete the CBQ-very short form to get children’s temperament scores. This research has three hypotheses. First, the temperament reported by the parents is related to the emotional regulation reported by their teachers through the questionnaires. Second, the teachers’ well-being has a significant positive correlation with young children’s emotional regulation. Lastly, the teachers' well-being has a moderator effect on children’s temperament predicting their emotional regulation. The data collected by this research is carried out by descriptive statistics, correlation analysis, and hierarchical regression. After statistical analysis, there are three main findings. First, the young child's effort control temperament reported by their parents is significantly positive correlated with the emotional regulation reported by teachers. Second, the teachers’ well-being is marginal positive correlated with young children’s emotional regulation. Lastly, the teachers' well-being has a moderator effect on children’s temperament while predicting their emotional regulation. This research will further explore and discuss the interactive effects between the young children’s temperament and their teacher’s well-being on these children’s emotional regulations. |
