越南與台灣母親之五足歲子女自我概念的比較研究

Abstract

自我概念是個人對自己的看法，會受到認知發展階段與所處文化環境所影響。3至5歲是個體建立自我概念的重要時期，但由於幼兒認知特徵及語言能力的限制，而少有相關研究；另一方面，社會普遍關注「外籍配偶」子女的發展情形，但以越南婚姻移民女性學齡前子女為研究對象的研究卻缺乏對其自我概念的探討。本研究旨在比較越南與台灣母親幼兒子女的自我概念是否存在顯著差異，此外，亦會從比較的過程中理解5足歲幼兒自我概念的發展情形，並歸結一些共通的語言現象、認知發展特徵，與呈現個別幼兒的經驗內容。 研究對象為居住於台北縣之越南母親與台灣母親的5足歲幼兒各20名。研究工具是「學前幼兒自我描述問卷」，乃修訂Marsh等人的學前幼兒自我描述問卷（Self Description Questionnaire for Preschoolers, 2002）、學齡兒童自我描述問卷（Self Description Questionnaire-I, 1988）與Vispoel（1995）藝術自我知覺量表（Arts Self-Perception Inventory）而成，以測量幼兒身體能力、外表、同儕關係、父母關係、語文、數學、學校、藝術等八個面向的自我概念。 結果發現兩組對象在八個面向的自我概念得分皆無顯著差異，一般得分情況顯示40名幼兒傾向報告相當正面的自我概念，而在外表與父母自我概念得到最高分，最低分落在藝術自我概念。自我敘述內容顯示本研究幼兒已會使用社會比較進行自我評價，而越南母親子女的自我敘述展現其對母親背景的認識，以及其所擁有的越南經驗，但在本研究中無法發現其與自我概念的關連。 研究結果提醒，越南母親的子女不必然擁有與台灣子女不同的自我概念。然而本研究對象來自區域性小樣本，不具完全的代表性，在推論研究結果上較受限；同時，以與幼兒晤談的方式收集資料，仍會受限於幼兒的語言能力；而問卷題目的使用則涉及文化敏感性的問題。Self-concept is one’s perception of oneself, which is affected by cognitive development and cultural environment. Ages of three to five are important for the development of self-concept. However, due to the limitation of young children’s cognitive and linguistic ability, there are only few studies on the young children’s self-concept. On the other hand, our society prevalently concern about the development of the children of the “foreign brides”, and there is a lack of studies on the self-concept of preschoolers born to Vietnam mothers. This study aims to examine whether there is a significant difference in self-concept between the five-years-old children born to Vietnamese mothers and those born to Taiwanese mothers. In addition, this study attempts to analyze the common characteristics of self concept shared by the participated children. Each group consisted of 20 five-years-old children respectively born to Vietnamese and Taiwanese mothers from Jhong-he, Yong-he, and Ban-ciao area of Taipei County. The measurement used in this study was “Self Description Questionnaire for Preschoolers,” revised from Self Description Questionnaire for Preschoolers (Marsh, et. al., 2002), Self Description Questionnaire-I (Marsh, 1988) and Arts Self-Perception Inventory (Vispoel, 1995). This questionnaire aimed to examine eight dimensions of self-concept – that is, physical ability, physical appearance, peer relationships, parent relationships, reading, math, school, and arts. The results demonstrated that there were no significant differences in eight-dimensional self-concept between the two groups. The findings appeared to show that young children presented optimistic self-concept. The highest scores of self-concept presented at the dimensions of physical appearance and parent relationships, and the lowest at arts. In addition, the information of social comparison and social feedback seemed to be used by these young children to evaluate the self. Children born to Vietnamese mothers showed their knowledge about the Vietnam background of their mothers and their own specific experiences of visiting Vietnam, but how these experiences could be connected to their self-concept was unclear. The findings implied that children born to Vietnamese mothers do not have different or worse self-evaluation. However, the small sample size and convenient sampling set limit in generalizing the research findings. Young children’s linguistic ability might restrict their presentation of self description. Furthermore, the measurement might embed the concern of cultural sensitivity.