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| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 張齡尹(Ling-Yin Chang) | |
| dc.contributor.author | Hsin-Yi Wu | en |
| dc.contributor.author | 吳心懿 | zh_TW |
| dc.date.accessioned | 2023-03-19T22:17:42Z | - |
| dc.date.copyright | 2022-10-04 | |
| dc.date.issued | 2022 | |
| dc.date.submitted | 2022-09-19 | |
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(2007). 學齡前兒童之父母的共親職與親職感受的關係. 本土心理學研究(27), 177-229. 柯華葳, & 游雅婷. (2001). 踏出閱讀的第一步. 孫曉豔, 李怡雪, 余燦清, & 李立明. (2017). 中文版抑鬱量表信效度研究的系統綜述. 中華流行病學雜誌, 38(1), 110-116. 國民健康署. (2019). 用愛說故事 親子共讀從零歲開始. https://www.mohw.gov.tw/cp-4254-48967-1.html 國民健康署. (2021a). 親子共讀. https://www.hpa.gov.tw/Pages/List.aspx?nodeid=3808 國民健康署. (2021b). 親子共讀分齡秘笈全攻略(1歲-5歲). https://www.hpa.gov.tw/Pages/Detail.aspx?nodeid=870&pid=13574 張鑑如, & 劉惠美. (2011). 親子共讀研究文獻回顧與展望. 教育心理學報, 43(閱讀專刊). 陳秀蘭. (2000). 孕婦早年依附關係, 婚姻品質與孕期親子聯結之相關研究. 臺灣師範大學教育心理與輔導學系學位論文, 1-0. 陳金蟬. (2012). 從親子共讀看幼兒讀寫萌發歷程之研究. 1-112. 陳富美, & 利翠珊. (2004). 夫妻的育兒經驗: 親職分工與共親職的探討. 中華心理衛生學刊, 17(4), 1-28. 陳儀龍. (2018). 臺灣兒童全國精神疾病流行病學調查: 工具, 盛行率, 危險因子與疾病負擔. 1-107. 顏嘉辰, & 翟敏如. (2016). 情緒言談共讀技巧介入訓練對幼兒情緒認知及情緒調節能力之影響. 教育心理學報, 48(1), 113-132. | |
| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/84615 | - |
| dc.description.abstract | 研究背景： 親子共讀對於幼童各項發展具有一定影響力，政府專家因此建議父母盡早開始共讀，並透過「對話式閱讀」的方式以增進幼童之參與感，然其與學齡前幼童社會心理問題相關性之研究相當缺乏。另外，父職參與能促進幼童社會心理發展，且研究指出父親共讀對幼童之影響與母親共讀不同；然而，先前研究極少考量父親共讀之效果，亦較少考慮並比較雙親共讀的影響。除此之外，根據「特定情緒模型」，父母育兒行為與婚姻衝突會相互影響，並共同影響幼童心理發展，但婚姻衝突在親子共讀與社會心理問題之關係中是否有類似的調節效果亦未知。 研究目的： 本研究旨在探討臺灣學前幼童與父母進行親子共讀與其社會心理問題之關聯，主要針對「開始共讀之歲數」及「共讀互動程度」的想進行探討，並進一步分析婚姻衝突在此關係中之調節作用。本研究並進一步探討共讀的影響力是否會因共讀對象的不同而有所差異。 研究方法： 本研究採橫斷式設計，於民國110年11月開始至111年3月6日，透過非隨機抽樣於網路平台（包含：幼兒園學校網頁、Facebook、PTT、Line及Instagram）招募參與者，最終納入1,038位有進行親子共讀的3–5歲學齡前幼童之父親或母親為研究對象，其中包含198對雙親成對樣本。利用SurveyCake做為網路問卷平台，進行自填式問卷資料收集，問卷內容包含：親子共讀的相關資料、學前幼童社會心理問題、婚姻衝突及其他重要控制變項。以多元羅吉斯迴歸分析親子共讀與幼童社會心理問題之關係，並利用交互作用分析探討婚姻衝突與親子共讀是否存在交互作用。另外，本研究進一步分析雙親成對樣本，探討在控制伴侶之共讀情況後，父親及母親共讀分別對於幼童社會心理問題之效果。 結果： 本研究顯示「開始進行共讀的歲數」及「對話式共讀」，皆與幼童社會心理問題有關。相較於孕期及未滿一歲開始共讀，三歲以上開始的幼童，其社會心理問題風險較高 (Adjusted Odds Ratio, aOR = 2.58, p<.01)，而對話式共讀互動程度越高，幼童社會心理問題之風險較低 (aOR = 0.96, p<.05)。婚姻衝突只與幼童開始進行共讀的歲數存在交互作用；具體而言，隨著家庭的婚姻衝突程度越高，相較於在孕期及未滿一歲開始共讀者，若從兩歲未滿三歲才開始共讀的幼童，其社會心理問題的風險顯著越高 (aOR=1.21, p<.01)。最後，針對雙親成對樣本，本研究發現，當控制父親共讀及其他變項後，母親於幼童兩歲至未滿三歲開始進行共讀，相對於孕期及未滿一歲開始者，幼童社會心理問題的風險較高 (aOR =6.70, p<.05)；而控制母親共讀及其他變項後，父親共讀的頻率與幼童之社會心理問題顯著有關 (aOR =0.70, p<.05)。 結論： 本研究結果強調父母應即早開始與幼童進行親子共讀，特別是家庭中之婚姻衝突較高時，並於共讀期間使用對話式共讀技巧來降低幼童的社會心理問題。因此，建議父母可於孕期即開始進行親子共讀，並於衛教期間加強對話式共讀之技巧。另外，相關介入計畫在發展與執行時，亦需考量家庭中婚姻衝突的影響。 | zh_TW |
| dc.description.abstract | Background: The experts recommend parent-child shared reading beginning as early as possible and applying dialogic techniques to improve children’s development. Although an extensive literature has shown positive influences of shared reading on early child development, the association between shared reading and children’s psychosocial development is limited. Especially, most of the previous studies only examined the effects of mother-child shared reading, neglecting how father-child shared reading may also benefit child health outcomes. Furthermore, based on the Specific Emotions Model, there is an interacting effect of parental behavior and marital conflict on children’s development. Nevertheless, the moderating effect of marital conflict on the association between shared reading and children’s psychosocial problems remains unclear. Objective: The aim of this study is to examine the associations between parent-child shared reading and psychosocial problems in preschoolers and to investigate the potential moderating effects of marital conflict on this association. In addition, we examined the relative role of mother–child and father–child shared-reading on psychosocial problems of children. Methods: In the present cross-sectional study, we recruited 1,038 mothers or fathers of preschoolers aged 3–5 years through the internet, namely Facebook, PPT, Line, and Instagram. Among the included sample, 198 were matched pairs of fathers and mothers. Parents were asked to fill out a Web-based questionnaire containing questions on sociodemographic information, shared reading, children’s psychosocial problems, and marital conflict. Multiple logistic regression model was used for analyzing the relationship between parent–child shared reading and children’s psychosocial problems. Moderation of martial conflict was examined by testing the significance of interaction term between shared reading and marital conflict in the model. Moreover, we conducted subgroup analyses using the paired sample and performed multiple logistic regression separately by parent gender, thereby allowing examination of the relative role of mother-child and father-child shared reading on preschoolers’ psychosocial problems, while also adjusting for the partner’s practice of shared reading. Results: We found that compared to children who started shared reading before 1 year old, those who started after 3 years old had more psychosocial problems (Adjusted Odds Ratio, aOR = 2.58, p<.01); on the other hand, dialogic shared reading was negatively associated with children’s psychosocial problems (aOR = 0.96, p<.05). In addition, moderating effect of marital conflict was only significant on the association between age at which parents began reading with their child and the outcome. Specifically, compared to those who started reading before 1 year old, the risk of developing psychosocial problems for children who started shared reading at 2-to-3-year-old elevated as levels of marital conflict increased (aOR=1.21, p<.01). Furthermore, in the subgroup analyses of 198 mother–father paired sample, the age of onset of mother–child shared reading was related to preschoolers’ high risk of psychosocial problems (aOR =6.70, p<.05). Regarding the influences of father–child shared reading, only the frequency of shared reading was significant, with more frequent shared reading associated with lower risks of psychosocial problems (aOR =0.70, p<.05). Conclusion: Our study suggested that parents should start parent–child shared reading as soon as possible, especially for those families with high marital conflict, and apply dialogic shared reading skills to promote children’s psychosocial development. | en |
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| dc.description.tableofcontents | 口試委員會審定書 i 誌謝 ii 摘要 iv Abstract vi 目錄 ix 圖目錄 xi 表目錄 xii 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與問題 3 第三節 研究重要性 4 第二章 文獻探討 5 第一節 親子共讀概念與內涵 5 第二節 親子共讀與學前幼童發展之關係 10 第三節 親子共讀與學前幼童社會心理問題之關係 12 第四節 父親共讀對學前幼童的重要性及影響 15 第五節 婚姻衝突對幼童社會心理問題的調節作用 18 第六節 其他影響幼童社會心理問題之因素 21 第三章 研究方法 24 第一節 研究架構及假設 24 第二節 研究設計 26 第三節 學術倫理 26 第四節 研究樣本 26 第五節 研究工具 29 第六節 分析方法 37 第四章 研究結果 39 第一節 研究樣本之基本資料 39 第二節 各變項間的相關性 42 第三節 親子共讀與幼童社會心理問題之關係 46 第四節 雙親共讀與幼童社會心理問題關係之差異 49 第五章 討論 52 第一節 幼童社會心理問題之現況 53 第二節 親子共讀與幼童社會心理問題之關係 55 第三節 婚姻衝突對幼童社會心理問題的調節作用 58 第四節 共讀對象與幼童社會心理問題之不同效應 60 第五節 研究限制 63 第六章 結論與建議 65 第一節 結論 65 第二節 建議 66 第七章 參考文獻 68 第八章 附錄 81 附錄一、親子共讀衛教資訊 81 附錄二、親子共讀研究成果報告 82 附錄三、本研究自填式問卷內容 83 | |
| dc.language.iso | zh-TW | |
| dc.title | 親子共讀與學前幼童社會心理問題關係之探討 | zh_TW |
| dc.title | The association between parent-child shared reading and psychosocial problems among preschoolers | en |
| dc.type | Thesis | |
| dc.date.schoolyear | 110-2 | |
| dc.description.degree | 碩士 | |
| dc.contributor.advisor-orcid | 張齡尹(0000-0003-4325-1355) | |
| dc.contributor.oralexamcommittee | 張弘潔(Hung-Chieh Chang),陳怡樺(Yi-Hua Chen) | |
| dc.contributor.oralexamcommittee-orcid | 張弘潔(0000-0002-2332-3617),陳怡樺(0000-0003-2464-2537) | |
| dc.subject.keyword | 親子共讀,對話式共讀,學前幼童,社會心理問題,父親, | zh_TW |
| dc.subject.keyword | Parent–child shared reading,Dialogic shared reading,Preschoolers,Early childhood,Fathers,Psychosocial problems, | en |
| dc.relation.page | 95 | |
| dc.identifier.doi | 10.6342/NTU202203511 | |
| dc.rights.note | 同意授權(限校園內公開) | |
| dc.date.accepted | 2022-09-19 | |
| dc.contributor.author-college | 公共衛生學院 | zh_TW |
| dc.contributor.author-dept | 健康行為與社區科學研究所 | zh_TW |
| dc.date.embargo-lift | 2022-10-04 | - |
| 顯示於系所單位： | 健康行為與社區科學研究所 | |
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