幼兒社會能力與情緒能力的潛在成長軌跡之研究

The Study of the Latent Growth Trajectories of Social and Emotional Competence in Young Children

近年來，全球教育政策對兒童社會情緒能力的重視日益增加，深入瞭解社會能力與情緒能力的成長軌跡及其相互關係，已成為優化教育實踐的重要任務。本研究以幼兒社會能力與情緒能力的成長軌跡為主題，探討了幼兒在36至60月齡期間這兩種能力的成長軌跡及其相互關係。基於社會情緒發展模型，本研究提出了社會能力和情緒能力呈線性成長，並且兩者的成長率具有顯著正相關的假設。研究以「臺灣幼兒發展調查資料庫」中36至60月齡的幼兒為研究樣本，資料分析通過AMOS 24.0結構方程模型進行假設檢驗。研究結果表明，幼兒在36至60月齡期間，社會能力與情緒能力均呈現線性成長趨勢，但二者的增長幅度存在顯著差異，社會能力的增幅普遍高於情緒能力。同時，各月齡社會能力與情緒能力呈顯著正相關，進一步分析發現，二者的成長率之間也具有顯著的正相關性，情緒能力的起始水準與社會能力的成長率呈負相關關係。本研究的貢獻在於通過深入探討幼兒社會能力與情緒能力之間的動態關係，為理解幼兒社會能力與情緒能力發展的機制提供了新的視角。研究結果對學前教育領域具有重要的應用價值，特別是在促進幼兒情緒能力與社會能力均衡發展的教育介入，具有重要的理論支持和實踐指導意義。

The aim of this study is to investigate the developmental trajectories of social competence and emotional competence during the ages of 3 to 5 years old. Based on theoretical and literature analyses, it is proposed that social competence and emotional competence follow linear growth trajectories, and their growth slope is significantly positively correlated. The data of demographic variables, social competence, and emotional competence scale data of 3-5-year-old children were extracted from the database of“Kids in Taiwan: National Longitudinal Study of Child Development & Care”(KIT). Listwise deletion was employed, retaining only samples that participated in all three waves of the survey, resulting in 1291 valid samples, including 806 boys (50.7%) and 785 girls (49.3%). Hypotheses were analyzed using AMOS 24.0. Results indicate that the latent growth trajectories of social competence and emotional competence in children are both linearly increasing and significantly positively correlated with their growth slopes. Based on these findings, three recommendations are proposed in this study: Pay attention to the important period of social and emotional development in children aged 36 to 60 months; foster emotional competence early to enhance their social abilities; future research can include more heterogeneous variables in future studies to comprehensively understand the moderating effects on the developmental trajectories of children’s social and emotional abilities.