師生互動與幼兒情緒能力之相關研究――以奮力控制氣質為中介變項

Teacher-Student Interactions and the Emotional Competence of Young Children: Mediating Role of Temperamental Effort Control

研究目的
本研究探討師生互動、幼兒奮力控制與情緒能力的關聯，並以奮力控制氣質為中介變項，以了解奮力控制氣質在師生互動和幼兒情緒能力之中介效果。
研究設計／方法／取徑
本研究採取的數據來自臺灣幼兒發展資料庫，研究對象為296位三歲幼兒（男、女孩各148名），平均月齡為36.33個月。研究工具有師生互動（包含言語引導、耐心回應及學習支持）、情緒能力問卷（包含情緒認知、情緒表達及情緒調節）及奮力控制氣質量表。本研究使用描述性統計、積差相關及階層迴歸分析資料。
研究發現或結論
本研究發現：(1)師生互動中的教師言語引導與幼兒奮力控制氣質、情緒能力均有顯著正相關；(2)耐心回應僅和情緒認知有顯著正相關，學習支持與奮力控制氣質、情緒能力均無顯著關係；(3)奮力控制氣質在教師言語引導與幼兒情緒能力之間具有完全中介效果。亦即教師言語引導會透過奮力控制氣質的中介效果對於幼兒情緒能力產生間接影響，支持教師言語引導在師生互動及幼兒情緒能力關係的重要性。
研究原創性／價值
過去研究鮮少將師生互動、幼兒情緒能力及奮力控制氣質合併討論，缺少兩兩變項關係的討論，更少研究以奮力控制氣質作為中介變項來分析。所以本研究價值在於採用階層迴歸分析檢視師生互動、奮力控制氣質對情緒能力的預測。
教育政策建議與應用
本研究建議透過強化師生互動品質、加強教師學習支持能力、以及加強教師對於幼兒奮力控制氣質的了解等方式，促進幼兒情緒能力的培養；宜擴大研究樣本數及多元背景為未來研究方向。

Research Purpose
To explore the associations between teacher-student interaction, children’s effortful control of temperament, and emotional competence, with effortful control as a mediator.
Research Design/Method/Approach
Data were collected from the Kids in Taiwan: National Longitudinal Study of Child Development & Care database. The sample included 296 children who were 3-years-old (148 boys and 148 girls). The average age was 36.33 months. The research instruments included a teacher-student interaction survey (including verbal guidance, response with patience, and learning support), an emotional competence survey (including emotional understanding, emotional expression, and emotional regulation), and an effortful control survey. The collected data were analyzed using descriptive statistics, Pearson’s correlation, and hierarchical regression.
Research Findings or Conclusions
(1) Teachers’verbal guidance, an aspect of teacher-student interaction, was significantly and positively correlated with children’s effortful control and emotional competence. (2) Patient responses were significantly and positively correlated with emotional understanding, whereas learning support had no significant correlation with effortful control or emotional competence. (3) Effortful control mediated the relationship between teachers’verbal guidance and children’s emotional competence. Teachers’verbal guidance had an indirect impact on children’s emotional competence through the mediating effect of effortful control temperament. This supports the importance of teachers’verbal guidance in the relationship between teacher-student interactions and children's emotional competence.
Research Originality/Value
This study analyzed the mediating role of temperamental effortful control in the relationship between teacher-student interactions and the emotional competence of young children. This study revealed the importance of teacher-student interactions in cultivating emotional competence in young children.
Educational Policy Recommendations and Applications
The study found that language direction in teacher-student interactions was significantly correlated with temperamental effortful control and emotional competence of young children. Thus, increasing teachers’language directing ability in student-teacher interactions and their understanding of temperamental effortful control can help cultivate emotional competence development among young children.