吳志文涂妙如Wu, Chih-WenTu, Miao-Ju鄭筠叡Cheng, Yun-Jui2025-12-092025-08-112025https://etds.lib.ntnu.edu.tw/thesis/detail/f5deccd539a087d7b08c55997b1c50c1/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/124331本研究旨在探討臺灣幼兒參與才藝學習（藝術類、體能類與認知類）與其情緒能力（情緒覺察、情緒表達、情緒理解與情緒調節）之關聯性，並進一步分析幼兒性別是否具有調節作用。研究資料取自「臺灣幼兒發展調查資料庫」三月齡組第九波（72月齡）資料，保留由親生父母填答、未領有重大傷病卡之幼兒，以及關鍵變項未缺漏者後，正式進入分析的有效樣本共6,343人，男童佔51.52%（3,268人），女童則佔48.48%（3,075人）。描述統計的分析結果顯示：（1）六歲幼兒的情緒能力表現為中上，其中，情緒表達能力最好，情緒調節則發展最慢；（2）有61.23%的幼兒學習過至少一項才藝，學習過藝術類、體能類、認知類的幼兒分別佔總樣本37.98%、34.26%、29.92%；（3）女童在藝術類與體能類才藝學習的比例皆顯著高於男童。再經由羅吉斯迴歸分析才藝學習與情緒能力之關聯性，結果顯示：（1）學習藝術類、體能類與認知類才藝的幼兒，其情緒表達能力皆顯著優於未學習者；（2）僅藝術類才藝與情緒調節能力呈現顯著正相關；（3）性別不具有調節效果，但男童與女童仍在前述羅吉斯迴歸分析結果有所差異；（4）有學習藝術類才藝的男童和女童在情緒調節能力皆有顯著正相關，但只有男童在情緒表達呈現顯著正相關；（5）只有女童有學習體能類才藝者，其情緒表達與理解能力顯著較高；（6）只有女童學習認知類才藝者，其情緒表達能力亦顯著提升。結果指出，不同類型的才藝學習與情緒能力各面向之間存在差異化的關聯，且非傳統性別角色對應之才藝類型，可能對情緒能力發展更具助益。本研究有助於擴展對臺灣幼兒才藝學習與情緒發展之理解，並提供實務上支持幼兒情緒能力的多元策略建議，包含提供更多培養幼兒情緒能力的方式、加強教育人員與家長的相關知能、重視多元化的情緒經驗及相關政策等。This study examines the association between participation in extracurricular learning activities, specifically in arts, physical, and cognitive activities, and emotional competence among preschool-aged children in Taiwan. It further explores whether gender moderates these relationships. Data were drawn from the ninth wave (at 72 months of age) of the “Kids in Taiwan (KIT): National Longitudinal Study of Child Development and Care.” After excluding cases involving non-biological parental respondents, children with major illnesses, and records with missing key variables, a total of 6,343 valid cases were included, with 51.52% of boys. The findings of descriptive statistics showed that: (1) 6-year-old children have high-intermediate level of emotional competence with emotional expression being highest and emotion regulation being lowest; (2) 61.23% of children have participated in extracurricular activities, with 37.98% in arts, 34.26% in physical activities, and 29.92% in cognitive activities; and (3) more girls have participated in art and physical activities than boys. In logistic regression analyses, the findings revealed that: (1) children who engaged in arts, physical, or cognitive extracurricular activities exhibited significantly stronger emotional expression than those who did not; (2) only arts-related activities showed a significant positive association with emotion regulation; (3) the interactions between gender and extracurricular learning are not significant but the differences between gender still exist; (4) both who participated in arts activities demonstrated significantly greater emotion regulation while only boys showed significantly higher in emotional expression; (5) only girls who engaged in physical activities exhibited stronger emotional expression and understanding; and (6) only girls who participated in cognitive activities showed enhanced emotional expression. The results suggest differentiated associations between types of extracurricular learning and specific dimensions of emotional competence. Notably, participation in activities that deviate from traditional gender role expectations may be particularly beneficial for emotional development. These findings contribute to a broader understanding of the developmental implications of extracurricular learning in early childhood and offer practical insights for supporting young children’s emotional growth, highlighting the importance of providing diverse approaches to emotional development, enhancing educators’ and parents’ understanding of these activities, emphasizing the variety of emotional experiences involved, and informing policies related to extracurricular programs.幼兒才藝學習幼兒情緒能力藝術類才藝體能類才藝性別調節作用extracurricular learningemotional competence in early childhoodarts-based activitiesphysical activitiesgender moderation學術論文