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研究生:張瀞尹
研究生(外文):CHANG, CHING-YIN
論文名稱:疑似語意表達落後之幼兒的精熟動機及家長親職壓力之探討
論文名稱(外文):Mastery Motivation and Parenting Stress in Toddlers with Suspected Poorer Expressive Semantic Skills
指導教授:黃素英黃素英引用關係
指導教授(外文):HUANG, SU-YING
口試委員:葉麗莉傅中珮
口試委員(外文):YEH, LI-LIFU, CHUNG-PEI
口試日期:2020-03-20
學位類別:碩士
校院名稱:輔仁大學
系所名稱:臨床心理學系碩士班
學門:社會及行為科學學門
學類:心理學類
論文種類:學術論文
論文出版年:2020
畢業學年度:108
語文別:中文
論文頁數:81
中文關鍵詞:幼兒發展遲緩語意表達落後精熟動機親職壓力
外文關鍵詞:developmental delayexpressive semantic skills delaymastery motivationparenting stresstoddlers
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孩童精熟技能的動機對其學習與適應相當重要,發展遲緩兒童是出現動機問題的高危險群,家長亦可能面臨較高的親職壓力。本研究目的為探討早期療育服務中常見的語意表達落後幼兒的精熟動機與家長親職壓力特徵,檢驗親職壓力對幼兒精熟動機的預測效果。以81位年齡介於1.5至3.5歲主述語言落後的幼兒及其家長為對象,由家長評量的華語嬰幼兒溝通發展量表篩選出63位疑似或確定詞彙表達表落後的幼兒,再依據聯合評估之診斷、發展狀況及認知發展評估或智力評估,將幼兒區分為單純語意表達落後、具自閉症特質、混合發展遲緩組。家長以問卷評量幼兒在認知/物件、社會互動、粗動作領域動機,精熟愉悅、對挑戰的負向反應的表達性動機指標,以及自身親職壓力。組內差異比較分析顯示,所有語意表達落後幼兒呈高粗動作領域動機、低同儕社會動機的特徵,其家長在父母困擾與困難兒童親職壓力面向高於親子失功能互動。組間差異比較顯示,1)單純語意表達落後幼兒在認知/物件、粗動作及與大人社會互動動機較高,家長的各親職壓力面向皆低於另兩組,2)具自閉症特質幼兒遇挑戰的負向情緒反應最高,其家長在處理子女情緒行為的親職壓力較高,3)混合發展遲緩幼兒的認知/物件領域動機最低,家長親子失功能互動壓力最高。控制所有語意表達落後幼兒的年齡、認知、詞彙表達能力及家庭社經地位後,家長的親子失功能互動親職壓力負向預測幼兒的社會動機與精熟愉悅,困難兒童親職壓力正向預測幼兒對挑戰的負向情緒反應。整體來說,語意表達落後幼兒及家長有其動機與親職壓力特徵,這些特徵會因其合併的發展問題有些不同,家長在與幼兒互動及處理情緒問題行為的壓力則不利於幼兒部分精熟動機的展現。
Mastery motivation is critical to children’s learning and adjustment. Children with developmental delay possess high risks of suffering motivation problems, their parents might face escalated parenting stress as well. The aims of this study were (i) to identify the characteristics of mastery motivation and parenting stress for toddlers with suspected delayed expressive semantic skills, as well as (ii) to investigate the direct predictive effects of multiple parenting stress domains on toddler’s mastery motivation. The study cases included 81 parent-child dyads in which children’s ages were from 1.5 to 3.5 year-old and with an expressive language delay complaint. Through parent-reported Mandarin-Chinese Communicative Development Inventory, 63 participants were first selected as suspected cases of delayed expressive semantic skills. Then according to their medical diagnosis from Early Intervention Child Development Joint Evaluation in Northern Taiwan and cognitive levels of individualized developmental testing or intelligence test, 63 cases were sorted into three groups, i.e., expressive semantic skills delay (ESSD), autistic spectrum disorder (ASD), and global developmental delay (GDD). Four domains of mastery motivation(i.e., cognitive/objective, gross motor, social interaction with adults, and social interaction with children), expressive aspects (e.g. mastery pleasure and negative reactions to challenges), and parenting stress were also rated by parents using the Dimensional motivation Inventory and Parenting Stress Index Short Form. Results showed that all expressive semantic skills-delayed toddlers have the highest in “gross motor” motivation and the lowest “social interaction with children” motivation and their parents reported higher stress in aspects of parental distress and difficult child. Group difference comparisons indicated that (i) the ESSD group had the highest scores in domains of cognitive/objective, gross motor, as well as social interaction with adults, and their parents reported lower parenting stress than the other two groups; (ii) the ASD group had highest negative reactions to challenge and their parents experienced the highest parenting stress when handled children’s emotional behavior problems; (iii) the GDD group had the lowest cognitive/objective motivation, and their parents reported the highest parent-child dysfunction interaction stress. After controlling toddler’s age, cognitive level, expressive semantic skills level, and family social economic status, the parenting stress domain of parent-child dysfunction interaction had negatively prediction on toddler’s global mastery motivation, domain of social motivation and mastery pleasure; the difficult children domain of parenting stress was positively associated with the negative affective reactions while children facing challenges. Overall, the toddlers with delayed expressive semantic skills and their parents had distinct characteristics of mastery motivation and parenting stress, and these characteristics varied according to children’s comorbid development problems. Parents’ parenting stress when they interacted with their children and dealing with children’s emotional-behavior problems was the unfavorable factor to some indicators of toddler’s mastery motivation.
摘要 I
目錄 IV
表目錄 VI
圖目錄 VII
第一章 緒論...1
第二章 文獻回顧...4
第一節 語言表達落後幼兒的介紹...4
一、 語言表達落後的界定與篩檢...4
二、 幼兒期語言表達落後的盛行率、異質性及影響...6
第二節 精熟動機的定義、測量及個別差異...8
一、 精熟動機的定義與測量...8
二、 發展遲緩兒童的精熟動機個別差異...10
三、 精熟動機與語言能力的關聯...15
第三節 語言表達落後幼兒的家長親職壓力與精熟動機的關聯...16
一、 親職壓力的定義與測量...16
二、 語言表達落後幼兒之家長的親職壓力特徵...17
三、 語言表達落後幼兒的家長親職壓力與精熟動機的關聯...19
第四節 研究目的與問題...20
研究目的一: 語意表達落後幼兒的精熟動機、家長親職壓力個別差異...20
研究目的二: 語意表達落後幼兒的家長親職壓力與精熟動機的關聯...22
第三章 研究方法...23
第一節 研究對象...23
第二節 研究工具...27
第三節 研究程序...31
第四章 研究結果...33
第一節 語意表達落後幼兒的精熟動機組內及組間差異...33
第二節 語意表達落後幼兒家長的親職壓力個別差異...36
第三節 語意表達落後幼兒的家長親職壓力對精熟動機的預測效果...39
第五章 討論...50
第一節 語意表達落後幼兒精熟動機的組內及組間差異...50
第二節 語意表達落後幼兒的家長親職壓力個別差異...53
第三節 語意表達落後幼兒的家長親職壓力對精熟動機的預測效果...54
第四節 研究貢獻、限制與臨床應用...55
參考文獻...57
附錄...70
附錄一:基本資料表 70
附錄二:倫理委員會通過函(一)...71
附錄二:倫理委員會通過函(二)...72


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