2026年4月

家長教育、家庭教養、親職參與對學前幼兒情緒能力發展軌跡之預測分析
Forecast Analysis of Developmental Trajectories of Preschoolers’ Emotional Competence through Parent Education, Family Parenting, and Parental Involvement

研究論文 Article

謝亞恆
Hsieh

1-38

This study aims exploring the growth model of emotional competence of preschoolers in Taiwan, and analyzing the impact of parent education, family parenting, and parental involvement on their developmental trajectories. Data were derived from a three-year long-term survey using the “Kids in Taiwan: National Longitudinal Study of Child Development and Care (KIT).” A total of 952 preschoolers were selected as research subjects, and analyzed using the latent growth curve modeling. The study found emotional competence of preschoolers tend to improve with age between three and five, increasing by approximately 0.177 points per year. Secondly, family parenting, father’s involvement and mother’s involvement had a positive effect on the intercept of preschoolers’ emotional competence growth curve (at the age of three); the three predictor variables can explain the growth curve intercept with 0.941 explained variance. Father’s involvement had a negative effect on the slope (the scores changed per year), with 0.201 explained variance. However, it doesn't mean that preschoolers whose fathers are more involved will have lower emotional competence than those preschoolers whose fathers are less involved at the age of four or five. Rather, it narrowed the discrepancy gradually. Finally, further analysis showed the level of parent education had a positive effect on father’s involvement and mother’s involvement, with a greater effect on father’s involvement; it had a negative effect on family parenting, with a standardized regression coefficient of −0.259. Although the effect size was small, further research is needed to clarify its underlying mechanisms.

家庭教育, 家庭教養, 情緒能力, 學前幼兒, 親職參與
emotional competence, family parenting, parent education, parental involvement, preschooler

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