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|Abstract:||本研究主要目的有三：(1)探討Main and cossidy之6歲兒童依附關係測量方法的可行性；(2)了解我國6歲兒童與母親依附關係的品質與分類；(3)比較安全依附兒童與不安全依附兒童學校中社會能力表現的差異。本研究的受試係80名幼稚園大班兒童及其母親，首先邀請母請與受試前來師大教育心理與輔導學系兒童觀察室，接受6歲兒童依附關係觀察測量，然後以學前兒童社會能力量表，學前兒童行為量表、幼兒人際問題解決能力測驗，以及情感角色取替測驗等四項工具，來測量幼兒的社會能力“本研究之主要結果如下：
2.本研究發現，按照Main and cassidy之依附關係分類標準，合於逃避型標準之受試，即不安全型者有15名，佔全體人數之18.75%，其餘均為安全型者，佔81.25%,而抗拒型與控制型者均未出現。
The main purposes of this study are mainly three. They are firstly to explore the suitability of Main and Cassidy's method of measurement of attachment of the six-year-old children, secondly to explore whether the responses of Chinese children could be classified into the secure, avoidance, ambivalence and control types according to the criteria developed by Main and Cassidy, and finally to study the relationship between the attachment and children's social competencies in the school. The subjects of this study are 80 six-year-old children and their mothers. They are invited to the observation room located in the Department of Educational Psychology and Counseling, National Taiwan Normal University to participate in the measurement of attachment of the six-year-old children. Then the teachers of these subjects are asked to rate them with Preschool Social Competence Scale and Preschool Problem Behavior Check-list. Each subject is also given the Preschool Interpersonal Problem Solving Test and the Affective Role- Taking Test by the research assistants. The major findings are as the following: 1. The result has shown that there is a singnificant positive relationship between the security of attachment of the subjects and their reunion behavior toward mother, including looking at and smiling toward mother responding to mother's initiating interaction with mother responding to mother's invitation, and playing with mother. There is a significant negative relationship between the security of attachment of the subjects and their avoidance toward mother. 2. The subjects of this study could be classified into secure and insecure (avoidance) groups according to Main and Cassidy' criteria. They are 65 (81.25%) and 15 (18.75%) subjects in each group. However, the ambivalence and control groups have not been found. 3. The subjects in the secure group are further divided into very high secure, highly secure, median secure and low secure subgroups. There are five groups of subjects together with the insecure group. Their social competence scores have been compared. The result has shown that there are no signifigent differences among groups regarding to the social competence, problem behavior and affective role-taking ability. However, the subjects of the very high secure group did show higher scores on the interpersonal problem solving test than the insecure group. They give more prosocial strategies. They have shown higher score on fluency and flexibility.
|Appears in Collections:||教師著作|
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