英文摘要 |
The aim of this study is to explore the relationship between parental involvement, family learning environment, and language ability in preschool children. Based on the results of literature analysis, the study proposes hypotheses that“paternal involvement has a mediating effect on the relationship between family learning environment and language ability”and“maternal involvement has a mediating effect on the relationship between family learning environment and language ability.”The study utilizes data from the“Kids in Taiwan: National Longitudinal Study of Child Development & Care (KIT)”database for 36-month-old preschool children, including Questionnaires on Parental Involvement, Family Learning Environment, and Language Development (referred to as language ability in this study). The analysis aims to confirm the mediating effect of family learning environment on the relationship between parental involvement and language ability in preschool children. The study includes a total of 2,164 valid samples, with 1,113 boys (51.40%) and 1,051 girls (48.60%). Due to the non-normal distribution of the data, Smart PLS 3.0 statistical software is used to analyze the proposed models of the two hypotheses. The research process involves an initial model, a modified model, and a cross-validity model. The findings reveal that the family learning environment has a fully mediating effect on the relationship between paternal or maternal involvement and language ability in preschool children. This suggests that both fathers and mothers actively participating in preschool children’s educational affairs, and through the family learning environment, contribute to enhancing preschool children’s language ability. Based on these findings, it is recommended that both fathers and mothers actively engage in preschool children's learning activities or educational processes and create an appropriate learning environment at home to promote the development of preschool children's language skills. |