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研究生:謝堉希
研究生(外文):Hsieh Yu Hsi
論文名稱:母親為幼兒初次入園準備與幼兒及母親分離焦慮之相關研究
論文名稱(外文):The Relations among Maternal Preparation for Preschool Children's School Readiness, Maternal and Young Children's Separation Anxiety
指導教授:陳若琳陳若琳引用關係
指導教授(外文):Ruo-lin Chen
口試委員:涂妙如李宏才
口試委員(外文):Miao-Ju TuHone-Chai Lee
口試日期:2013-01-30
學位類別:碩士
校院名稱:輔仁大學
系所名稱:兒童與家庭學系碩士在職專班
學門:社會服務學門
學類:兒童保育學類
論文種類:學術論文
論文出版年:2014
畢業學年度:102
語文別:中文
論文頁數:137
中文關鍵詞:幼兒初次入園準備幼兒分離焦慮母親分離焦慮
外文關鍵詞:maternal preparation for preschool children’s school readinessyoung children’s separation anxietymaternal separation anxiety
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本研究目的主要是瞭解母親為幼兒初次入園準備與幼兒及母親分離焦慮之內涵及情形,並進一步探討母親為幼兒初次入園準備與幼兒及母親分離焦慮之相關。以臺北市及新北市公私立幼兒園2至4歲幼兒及其母親與老師(教保員)為研究對象,使用問卷調查法,採用「母親為初次幼兒入園準備量表」、「幼兒外顯分離焦慮行為量表」及「母親分離焦慮量表」等工具,得有效問卷396份。本研究經信效度分析、描述性統計、t考驗以及變異數分析、皮爾森積差相關,主要發現結果如下:
一、母親協助幼兒初次入園準備中針對「幼兒準備」方面,較充足的向度依序包含「表達與基本知能」、「社會情緒」、「衛生習慣」及「生活自理能力」,介於「一部分做到」與「大部分做到」之間。
二、母親知覺在「家園準備」方面,其「家庭準備」以及「幼兒園準備」傾向為「偶爾」與「經常」之間。在「幼兒的外顯分離焦慮」中,其整體平均數介於「很少如此」與「有時如此」之間;「母親分離焦慮」中,其整體平均數顯示母親分離焦慮傾向「同意」。
三、母親協助「幼兒準備」的向度包含「生活自理能力」、「表達與基本知能」、「社會情緒」和「衛生習慣」與幼兒外顯分離焦慮中的「哭鬧不安的焦慮」及「退縮抗拒的焦慮」呈現顯著負相關;母親協助「家園準備」中的「家庭準備」與幼兒外顯分離焦慮中的「退縮抗拒的焦慮」以及「幼兒園準備」與幼兒外顯分離焦慮中的「哭鬧不安的焦慮」皆呈現顯著負相關。
四、母親協助「幼兒準備」向度中,除「生活自理能力」、「衛生習慣」與母親分離焦慮中的「擔憂焦慮」呈現低度的顯著負相關外,其他的「幼兒準備」向度及「家園準備」和母親分離焦慮中的「思念焦慮」、「母親對照顧者焦慮」等向度,並沒有顯著的相關。
五、研究結果也發現,幼兒分離焦慮的「哭鬧不安的焦慮」、「退縮抗拒的焦慮」與母親分離焦慮中的「擔憂焦慮」呈現顯著的低度正相關。
最後本研究依據結果提出具體建議,以供幼兒母親、實務工作者、幼兒園及未來研究作為參考。

The purpose of the study was to understand the circumstances of maternal preparation for preschool children’s school readiness, and also to investigate the conditions of maternal and young children’s separation anxiety. Moreover, the relations among maternal preparation for preschool children’s school readiness, maternal separation anxiety and young children’s separation anxiety were also explored. The questionnaire survey method was used in this research. The participants, including preschool children, aged 2-4 year-old, their mothers and their preschool teachers were recruited from the public and private preschools in Taipei city and New Taipei city. The measurements included maternal preparation for preschool children’s school readiness scale, maternal separation anxiety scale and young children’s separation anxiety scale. There were 396 valid questionnaires collected. The data were analyzed with reliability analyses, descriptive statistics, t-tests, ANOVA and Pearson correlations to obtain the results as followed.
In maternal preparation for young children’s school readiness, the subscales that reached higher scores include expression and basic skills, social and emotional ability, personal hygiene, and self-care ability, which ranged from “partly capable to do” to “ mostly capable to do”. In maternal perception of family-preschool preparation, the results showed that both family preparation and preschool preparation tended to score between “sometimes” and “often”. As for the average score of young children’s separation anxiety, which indicated that it was between “rarely” and “sometimes”. For the average score of maternal separation anxiety, the average score indicated that maternal separation anxiety tended to “agree”.
The subscales in maternal preparation for preschoolers’ readiness including self-care ability, expression and basic skills, social and emotional ability, and personal hygiene had significantly negative relations with the subscales of crying anxiety and withdrawn anxiety for young children’s separation anxiety. The results indicated that family preparation had significantly negative relations with withdrawn anxiety, while the preschool preparation had significantly negative relation with crying anxiety for young children’s separation anxiety.
In maternal preparation for young children’s school readiness, only self-care ability and personal hygiene showed the low negative relations with worry anxiety for maternal separation anxiety. Significant correlations were not found in the other subdimensions including missing anxiety and worry for caregivers.
As for the relations between young children’s separation anxiety and maternal separation anxiety, the results showed that crying anxiety and withdrawn anxiety of young children were significantly positively correlated with worrying anxiety of maternal separation anxiety.
Based on the findings of the research, suggestions were made for mothers, teachers, preschoolers, and researchers for the future studies.

第一章 緒論
第一節 研究動機....................................1
第二節 研究目的....................................6
第三節 研究問題....................................7
第四節 名詞釋義....................................8
第二章 文獻探討
第一節 幼兒初次入園準備的探討.......................11
第二節 幼兒及母親分離焦慮的探討.....................26
第三節 入園準備與幼兒及母親分離焦慮的關聯............45
第三章 研究方法
第一節 研究架構...................................47
第二節 研究對象...................................49
第三節 研究工具...................................50
第四節 研究程序...................................72
第五節 資料處理與分析..............................74
第四章 研究結果與討論
第一節 樣本資料描述分析............................77
第二節 母親為幼兒初次入園準備與幼兒分離焦慮及母親分離
焦慮的情形.................................79
第三節 不同背景變項對幼兒分離焦慮及母親分離焦慮的差異
情形......................................94
第四節 母親為幼兒初次入園準備與幼兒及母親分離焦慮的相關
情形.....................................100
第五章 研究結論與建議
第一節 研究結論..................................105
第二節 研究限制..................................111
第三節 研究建議..................................112
參考文獻
中文部分........................................117
西文部分........................................123
附錄
附錄一 專家效度審查委員名單 .......................128
附錄二 家長同意書................................129
附錄三「母親為幼兒初次入園準備量表」之內容..........130
附錄四「幼兒外顯分離焦慮行為量表」之內容............133
附錄五「母親分離焦慮量表」之內容...................135


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