廖鳳瑞蕭瑜婷Hsiao, Yu-Ting2019-08-282012-6-282019-08-282012http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0698060246%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/87104本研究採用Hoover-Dempsey與Sandler(1995, 1997, 2005)建構之家長參與歷程模式探討幼兒父親目前參與子女教育活動（包括家庭層面與學校層面）的情況與影響因素，進一步探究在背景變項（父親年齡、社經地位、父親與配偶的工作時間、子女的年齡以及子女性別）之上，心理層面因素對父親參與子女教育活動的影響。本研究採問卷調查法方式進行，以臺北市與新北市育有就讀公立幼兒園子女且與配偶同住之父親共368位為研究樣本，研究工具為影響父親參與子女教育活動之八個心理層面因素自編而成的八式心理層面分量表，包括：父親的角色建構、父親的自我效能感、父親知覺之學校的一般邀請、父親知覺之子女的特定邀請、父親知覺之教師的一般邀請、父親知覺之母親的支持與邀請、父親知覺之知識與技巧、父親知覺之時間與精力，並以t考驗、單因子變異數分析、皮爾森積差相關及多元階層迴歸進行統計分析。本研究的重要發現如下： 一、 幼兒父親在家庭層面教育活動的參與度高於學校層面教育活動，且父親較常參與的是不需要額外花太多時間與心力準備與學習，以及不需要具備特殊專長或能力就能參加的活動。 二、 高社經地位父親在家庭層面與學校層面教育活動的參與度顯著高於低社經地位者；每週工作時間40小時以下的父親在家庭層面與學校層面的參與度顯著高於每週工作時間41小時以上者。 三、 對於不需要額外花費太多時間或心力準備的活動，父親會認為是自己的教育責任，知覺到較高的他人邀請，也覺得自己有足夠的知能和時間可以參與。 四、 每週工作1-40小時的父親較每週工作41小時以上者對於學校的一般邀請、子女的特定邀請以及教師的特定邀請有較高的知覺，也會認為自己有足夠的時間與精力可以參與。父親育有年齡愈小的幼兒，認為參與子女教育活動是自己責任的信念愈高。 五、 控制背景變項後，心理層面因素對幼兒父親參與子女教育活動具有解釋力，其中父親的角色建構、父親知覺之子女的特定邀請以及父親知覺之時間與精力能預測父親在家庭層面的參與；父親知覺之子女的特定邀請能預測學校層面的參與。 本研究根據以上結果提出建議，作為實務工作者與未來研究之參考。 關鍵字：幼兒父親、父親參與、教育活動、心理因素This study utilized Hoover-Dempsey and Sandler’s(1995, 1997, 2005) model of the parent involvement process to understand involvement of young children’s fathers in educational activities(including home-based and school-based involvement) and relevant factors. In addition to investigating the difference between status variables (including the age, socio-economic status ,and weekly working hours of father, weekly working hours of mother, and the gender and age of children) and young children’s fathers involved in home-based and school-based educational activities, this study examined the ability of psychological factors to predict fathers’ home-based and school-based involvement after controlling status variables. This study used a questionnaire survey method. The subjects were 368 young children’s fathers whose child studied in the public kindergartens in Taipei City and New Taipei City and lived with his wife. The measurements applied in this study included Fathers’ Role Construction scale, Fathers’ Self-Efficacy scale, Fathers’ Perceptions of General School Invitations Scale, Fathers’ Perceptions of Specific Child Invitations Scale, Fathers’ Perceptions of Specific Teacher Invitations Scale, Fathers’ Perceptions of Mothers’ support and Invitations Scale, Fathers’ Perceived of Knowledge and Skills Scale, and Fathers’ Perceived of Time and Energy Scale. The data from the questionnaire were statistically analyzed by t-test, one-way ANOVA, Pearson correlation coefficient, and multiple hierarchical regression analysis. The major findings of this study were as follows: 1. Fathers involved more in home-based educational activities than school-based educational activities, and fathers more often involved in educational activities which they did not need to spend too much time and effort to prepare, and did not need to have special expertise or ability to be able to participate in. 2. Fathers of high socio-economic status involved more in home-based and school-based educational activities than fathers of low socio-economic status; Fathers who work under 40 hours a week involved more in home-based and school-based educational activities than fathers who work more than 41 hours a week. 3. For some educational activities that father did not need to spend too much time or effort to prepare, fathers had more role construction, perceived more others invitations, and had more knowledge and time to participate in. 4. Fathers who work under 40 hours a week had more perception of general school invitations, specific child invitations, specific teacher invitations, and time and energy than fathers who work more than 41 hours a week. Fathers who had younger children had more role construction 5. After controlling status variables, psychological factors could effectively explain involvement of young children’s fathers in educational activities. Among those psychological factors, fathers’ role construction, fathers’ perceptions of specific child invitations, and fathers’ perceived of time and energy could predict home-based involvement; fathers’ perceptions of specific child invitations could predict school-based involvement. Suggestions were made according to the results shown above for practitioners and future studies.幼兒父親父親參與教育活動心理因素young children’s fatherfather involvementeducational activitiespsychological factors