幼兒氣質與注意力之相關研究

Abstract

本研究旨在瞭解幼兒氣質與注意力的現況，並檢測兩者之間的關係。以台北市12所公立幼稚園的274位四歲至六歲幼兒為對象。並採用「幼兒氣質量表」與「幼兒注意力量表」收集資料，透過SPSS15.0的資料處理與分析，描述性統計、單一樣本t考驗以及皮爾森積差相關與多元迴歸分析結果顯示： 一、受試幼兒在氣質各向度的表現特徵是反應強度大、情緒本質稍偏負向及反應閾偏低現象，其他，則活動量中等但稍偏低、規律性高、適應性高、面對新事物的反應傾向趨性，且堅持性、分神度均有偏高傾向。 二、受試幼兒在注意力各向度的表現特徵是選擇性注意力、集中性注意力和持續性注意力佳，其中又以選擇性注意力最好。 三、活動量小、堅持性高和反應閾限低的幼兒，其選擇性注意力較佳。 四、活動量小和堅持性高的幼兒，其集中性注意力較佳。 五、活動量小、堅持性高、分神度低和適應性高的幼兒，其持續性注意力較佳。 六、活動量小、堅持性高、分神度低和反應閾限高的幼兒，其轉移性注意力較佳。 七、活動量小、堅持性高和分神度低的幼兒，其整體注意力較佳。 根據研究發現，幼兒天生的氣質會影響其注意力表現。建議幼兒家長與教育工作者當幼兒注意力不佳時，宜去觀察幼兒的氣質特性，了解其原因，進而給予引導和協助，並敏銳的瞭解幼兒獨特的氣質特性，尋求彼此間氣質最佳適配性。The purposes of this study were to understand young children’s temperament and attention and to explore the relation between young children’s temperament and their attention. The participants included 274 kindergartens between the ages of 4 to 6 years who recruited from 12 public kindergartens in Taipei. By using “Behavior Style Questionnaire- Short Form” and “Young Child Attention Scale”, the main findings are listed as follows: A.Results on the dimensions of temperament indicated that children’s characteristics of temperament show high on rhythmicity, adaptability and intensity of reaction, middle on activity level, withdrawal, persistence and distractibility, low on sensory, and a little negative on quality of mood. B.Results on the dimensions of attention indicated that children’s chacteristic of attention show better on the attention of focuses and duration, especially the best on selective attention. C.Children who show high on persistence, and low on activity level and sensory threshold have better selective attention. D.Children who show high on persistence, and low on activity level have better concentration of attention. E.Children who show high on persistence and adaptability, and low on activity level and disteactibility have better maintenance of attention. F.Children who show high on persistence and sensory threshold, and low on activity level and distractibility have better switching of attention. G.Children who show high on persistence, and low on activity level and distractibility have better whole attention. According to this study, we found the children’s attention was influenced by their nature temperament. When children’s attention is no good, we suggest parents and educators should observe the property of children’s temperament and know the cause to give them a hand. Also, they should acutely understand the particular property of children’s temperament to seek for the best goodness-of-it of temperament.