兒童課後照顧服務中心人員工作角色認同與兒童情緒調節之關係

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題名:	兒童課後照顧服務中心人員工作角色認同與兒童情緒調節之關係
其他題名:	The Relationship between Staff Role Identity of Children’s After-school Care Service Center Personnel and Children’s Emotion Regulation
作者:	游家榆
貢獻者:	龔美娟
關鍵詞:	角色認同;兒童課後照顧服務中心;情緒調節;Role Identity;After-School Child Care Service Centers;Emotion Regulation
日期:	2025
上傳時間:	2025-09-02T08:03:27Z
出版者:	德育學校財團法人德育護理健康學院;幼兒保育系碩士班
摘要:	現今社會結構和家庭模式的變遷，回家已不再是放學後的兒童唯一的選擇。雙薪家庭、單親家庭等的父母皆忙於工作，因此，兒童課後照顧服務中心成為一個滿足現代家庭需求的重要機構，而兒童課後照顧服務中心人員的工作角色顯得更為重要，尤其兒童課後照顧服務中心人員在促進兒童的學習與情緒發展方面扮演著關鍵的角色。因此，兒童課後照顧服務中心人員對於自身工作角色的理解與認同愈加重要，將影響其所提供支持的質量與有效性。本研究旨在探討兒童課後照顧服務中心人員的工作角色認同與兒童情緒調節之間的關係數據。為此，本研究採問卷調查蒐集關於兒童課後照顧服務中心人員的工作角色認同與兒童情緒調節之關係的數據。研究對象包含兒童課後照顧服務中心人員13位、兒童課後照顧服務中心兒童212位。研究工具為兒童課後照顧服務中心人員角色認同量表與兒童情緒調節量表。兒童課後照顧服務中心人員角色認同包含六個構面：整體角色認同、輔導諮商者、教學教育者、同儕支持者、包容學習者與學習促進者；同時，兒童情緒調節則包含情緒覺察、情緒表達、調節策略、情緒反省、情緒效能與情緒總量表等六個構面。本研究描述統計結果顯示，兒童課後照顧服務中心人員對其角色認同整體呈中等偏高水準，其中以「輔導諮商者」得分最高，「學習促進者」得分最低；兒童在情緒調節上亦表現穩定，整體得分介於中等至中高水準之間，調節策略與情緒效能得分較高，相較之下，情緒反省與情緒表達則相對較低。再者，本研究以兒童課後照顧服務中心人員為分析單位，探討其角色認同與所照顧兒童情緒調節之間的關係，進行皮爾森積差相關分析後發現，整體角色認同與情緒調節之總量表間的相關性未達顯著，研究假設並未獲得支持。然而在構面層次的交叉分析中，仍有11組變項達中度以上相關。其中，「教學教育者」構面與「情緒表達」構面呈現中度正相關，顯示當人員越具備教學與課程設計之專業投入，兒童越可能具備較佳的情緒表達能力。相對地，「學習促進者」構面與多項情緒調節構面，包括「情緒表達」、「調節策略」、「情緒反省」、「情緒效能」與「情緒調節總量表」，皆呈現中度負相關，顯示當人員較偏向指導性或主導性的教學風格時，兒童在情緒理解與調節層面可能相對較弱。整體而言，本研究結果顯示，兒童課後照顧服務人員的角色認同雖無整體顯著影響，然在特定構面間仍可能對兒童情緒調節產生潛在影響。未來研究可納入更多背景變項與質性資料進行深入探討；實務上，建議強化照顧人員在情緒教育、師生互動與合作支持層面的專業發展，以增進其促進兒童情緒調節之敏感度與支持效能。 With the changing structure of society and family patterns, going home is no longer the only option for children after school. In dual-income and single-parent families, parents are often occupied with work, making after-school child care service centers an important institution that meets the needs of modern families. The role of personnel working in these centers has therefore become increasingly vital, especially in supporting children’s learning and emotional development. It is thus crucial for after-school care staff to have a clear understanding and strong identification with their professional roles, which in turn affects the quality and effectiveness of the support they provide. This study aimed to explore the relationship between role identity of after-school child care service staff and children’s emotional regulation. A questionnaire survey was conducted with 13 after-school care staffs and 212 upper-grade elementary school children. The instruments included a Role Identity Scale for care staff and a Children’s Emotion Regulation Scale. The role identity construct included six dimensions: overall role identity of this research, counseling supporter, educational instructor, peer supporter, inclusive learner, and learning facilitator. Emotional regulation included six dimensions as well: emotional awareness, emotional expression, regulatory strategies, emotional reflection, emotional efficacy, and total emotional regulation. Descriptive statistics showed that staff members’ overall role identity was at a moderately high level, with "counseling supporter" scoring the highest and "learning facilitator" the lowest. Children's emotion regulation also showed stable performance, generally ranging from moderate to moderately high levels. Higher scores were found in regulatory strategies and emotional efficacy, while emotional reflection and expression scored slightly lower. Furthermore, this study used the after-school care service center staff as the unit of analysis to examine the relationship between their role identity and the emotion regulation of the children under their care. Pearson product-moment correlation analysis revealed that the overall correlation between total role identity and total emotion regulation was not statistically significant, and the research hypothesis was not supported. However, cross-analysis at the subscale level showed that 11 variable pairs reached moderate or higher correlations. Among them, the "Educational Instructor" dimension of role identity was moderately and positively correlated with children's "Emotional Expression," suggesting that staff members with stronger professional engagement in teaching and curriculum design may be more effective in supporting children’s ability to express emotions. In contrast, the "Learning Facilitator" dimension showed moderate negative correlations with multiple emotion regulation components, including "Emotional Expression," "Regulatory Strategies," "Emotional Reflection," "Emotional Efficacy," and the total emotion regulation score. This indicates that a more directive or dominant instructional style may be associated with lower levels of emotional understanding and regulation among children. Overall, although role identity did not show a significant overall impact on children's emotion regulation, certain role dimensions may exert potential influences on specific aspects of emotional development. Future studies are encouraged to incorporate additional background variables and qualitative data for deeper exploration. Practically, it is recommended to strengthen after-school care personnel’s professional development in emotional education, teacher–student interaction, and collaborative support to enhance their sensitivity and effectiveness in promoting children's emotion regulation.
顯示於類別:	[學位論文] 113學年度

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