幼兒負向情緒性氣質、情緒調節能力與退縮行為之關聯性研究：以交互延宕模式進行分析

Abstract

本研究旨在探討幼兒負向情緒性氣質、情緒調節能力與退縮行為在其三歲至六歲期間的縱貫關聯性，並進一步檢視幼兒情緒調節能力在其負向情緒性氣質對其退縮行為影響途徑的中介效果。本研究採用臺灣幼兒發展調查資料庫36月齡組之四波追蹤資料進行次級分析，保留無重大傷病卡與身心障礙證明，且四波調查資料均由同一位親生父母完整填答量表內容之1,203名幼兒樣本（男生佔50.6%）。結果指出，在納入家庭社經地位、幼兒性別的前提下，幼兒在三歲及五歲時的負向情緒性氣質程度均可正向預測其隔年的退縮行為程度，且幼兒在四歲及五歲時的退縮行為程度均可正向預測其隔年的負向情緒性氣質程度，顯示幼兒在五歲至六歲間，其負向情緒性氣質程度與退縮行為程度具有顯著的雙向關聯性。此外，僅幼兒在三歲時的情緒調節能力可負向預測其隔年的退縮行為程度，且僅幼兒在四歲時的退縮行為程度可負向預測其隔年的情緒調節能力，顯示幼兒情緒調節能力與退縮行為程度之間僅具有單向的預測效果。最後，在納入家庭社經地位、幼兒性別預測效果的交互延宕模式中，幼兒情緒調節能力在幼兒負向情緒性氣質程度對其退縮行為程度影響途徑不具顯著的中介效果。綜上所述，建議幼兒的主要照顧者應敏銳覺察孩子的負面情緒，倘若發現孩子容易被周遭環境誘發高強度的負面情緒，則可適時給予撫慰，進而讓幼兒較不易對陌生情境產生退縮，且幼兒若具有較高的退縮傾向，主要照顧者亦可先了解孩子表現退縮的原因，並能陪伴孩子一起面對陌生情境，如此，將可降低孩子在未來被環境誘發負面情緒的機會。

The goals of this study were to examine the associations between negative emotionality temperament, emotion regulation and withdrawal behaviors during preschoolers aged 36 to 72 months. The study used data from"Kids in Taiwan: National Longitudinal Study of Child Development and Care," which were completed by fathers or mothers when their non-disabled children were 36, 48, 60 and 72 months old (N = 1,203, 50.6% boys). The results indicated that after controlling the effect of socioeconomic status (SES) and sex, preschoolers' negative emotionality temperament (when they were 36 and 60 months old) were positive and significant on their withdrawal behaviors one year later; and preschoolers' withdrawal behaviors (when they were 48 and 60 months old) were positive and significant on their negative emotionality temperament one year later. That is, there had positive bidirectional associations between preschoolers' negative emotionality temperament and their withdrawal behaviors during preschoolers aged 60 to 72 months. After controlling the effect of SES and sex, preschoolers' emotion regulation (ER) (only when they were 36 months old) was negative and significant on their withdrawal behaviors one year later; and preschoolers' withdrawal behaviors (only when they were 48 months old) was negative and significant on their ER one year later. That is, there didn't have bidirectional associations between preschoolers' ER and their withdrawal behaviors. Finally, preschoolers' ER didn't have the mediating effect between their negative emotionality temperament and withdrawal behaviors. Based on the current results, caregivers are encouraged to be sensitive and responsive for preschoolers' negative emotions. If preschoolers' negative emotions were easily aroused by surroundings, caregivers should provide timely response to reduce preschoolers' negative emotions and their withdrawal behaviors in an unfamiliar situations. At the same time, if preschoolers have more withdrawal behaviors, caregivers can ask their children talk the reasons of their withdrawn and accompany their children to face the unfamiliar environments together. Therefore, it can reduce preschoolers' negative emotions aroused by unfamiliar surroundings in the future.