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|Other Titles:||Effects of Parent-Child Emotion Talk Skills Intervention on Kindergartners’ Emotional Understanding and Emotion Regulation|
Department of Educational Psychology, NTNU
|Abstract:||本研究旨在探討家長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。採準實驗研究設計，以臺南市三間公立幼兒園大班，共59 名幼兒為研究對象，分為實驗組一家長接受對話式情緒言談共讀技巧介入訓練，並與幼兒共讀情緒繪本；實驗組二家長未接受對話式情緒言談共讀技巧介入訓練，但與幼兒共讀情緒繪本；控制組家長未接受對話式情緒言談共讀技巧介入訓練，並與幼兒共讀動物生態繪本。每週親子共讀2 本繪本，合計16 本，三組於實驗處理前後，採用一對一情緒認知測驗、幼兒情緒發展量表（內含幼兒情緒認知分量表及情緒調節分量表）（家長版）及（教師版）進行施測。本研究主要發現為：（1）於不同組別的實驗設計，分析3 份量表的前後測成績，發現各組有顯著差異；（2）在所有幼兒情緒認知測驗結果分析上，均發現實驗組一顯著優於控制組，但僅在一對一情緒認知測驗和幼兒情緒認知分量表（教師版）發現實驗組一顯著優於實驗組二，並且在幼兒情緒認知分量表（教師版）上，僅發現實驗組二顯著優於控制組；（3）在兩種幼兒情緒調節量表結果分析分析上，均發現實驗組一顯著優於實驗組二和控制組，同時實驗組二亦顯著優於控制組。最後，依本研究結果給予未來研究親子情緒言談共讀技巧訓練提出具體建議。|
The purpose of this study was to explore the effects of parent-child discussion skills on kindergartners’ emotional understanding and emotion regulation.Fifty-ninechildren, 5 to 6 years of age, and their parents participated. A quasi-experimental method was adoptedin this study. Three classrooms of participants were divided into 3 groups: experimental group 1, who recieved training in dialogical reading skills for emotion-laden books and engaged in shared reading of emotion-laden books; experimental group 2, who engaged in shared reading of emotion-laden books without discussion training, and acontrol group who engaged in shared reading of books about animals whitout discussion training. Parents and children engaged in shared reading of two books each week, reading a total of 16 books. The 3 groups were administrated pre- and post-tests, which included the Chiniese version of Test of Emotion Comprehension (TEC)and the teacher and parent versions of Children Emotional Development Scale (CEDS). The results of the study are listed as follows: (1) there were significant differences between five measurements; (2) experimental group 1 wassignificantly better than the control group in three measurements of emotional understanding, experiment group 1 wassignificantly better than experiment 2 only on TEC and teacher version of CEDS, and experiment group 2 wassignificantly better than the control group only on the teacher version of CEDS; (3)on two measurements of emotion regulation,experiment group 1 wassignificantly better than experiment group 2 and control group, experiment group 2 wassignificantly better than the control group as well. Suggestions for parent emotional talk skills training program were provided for future studies.
|Appears in Collections:||教育心理學報|
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