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作者(中文):張積育
作者(外文):Chang, Chi-Yu
論文名稱(中文):幼兒心智理論、執行功能與攻擊行為之關係探討:一年期縱貫研究
論文名稱(外文):The relationship between theory of mind, executive function and aggressive behavior in preschool children: A one-year longitudinal study
指導教授(中文):周育如
指導教授(外文):Chou, Yu-Ju
口試委員(中文):吳志文
張菀真
口試委員(外文):Wu, Chih-Wen
Chang, Wan-Chen
學位類別:碩士
校院名稱:國立清華大學
系所名稱:幼兒教育學系
學號:107191520
出版年(民國):112
畢業學年度:111
語文別:中文
論文頁數:141
中文關鍵詞:幼兒心智理論執行功能攻擊行為
外文關鍵詞:preschool childrentheory of mindexecutive functionaggressive behavior
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幼兒心智理論、執行功能與攻擊行為之關係探討:一年期縱貫研究

張積育

摘要

本研究旨在探討幼兒4~5歲之間心智理論與攻擊行為之橫斷與縱貫關係、執行功能與攻擊行為之橫斷與縱貫關係,以及進一步探討其性別與家庭社經地位所造成之差異。研究對象為來自台中、苗栗與桃園共6間幼兒園之4~5歲的幼兒,有效樣本數共116位。本研究使用「外顯攻擊行為量表」與「關係攻擊行為量表」、「兒童執行功能量表」、「認知心智理論作業」、「情感心智理論作業」等工具,評估與測量幼兒之外顯與關係攻擊行為、工作記憶與抑制能力、認知與情感心智理論。本研究主要發現如下:1、在心智理論與攻擊行為的關係方面:(1)在4到5歲間,幼兒4歲時認知心智理論越好,其5歲時關係攻擊行為會越高;(2)在性別差異方面,男童在4歲時的認知心智理論越好,其在5歲時的攻擊行為就會越高,其中認知心智理論僅對外顯攻擊行為有顯著影響;女童則是早期外顯與關係攻擊行為越高,其後期認知心智理論會越好;(3)在家庭社經地位方面,低家庭社經地位之幼兒,在4歲有較好的情感心智理論,則5歲時會有較高的關係攻擊行為;而中高家庭社經地位之幼兒的認知心智理論與關係攻擊行為是彼此相互影響的,且為正向關連。2、在執行功能與攻擊行為的關係方面:(1)在4到5歲間,幼兒的執行功能與外顯攻擊行為會相互影響,並且為負向關連;(2)在性別差異方面,男童4歲時的執行功能越好,其5歲時攻擊行為表現就越低,並且若男童4歲時的外顯攻擊行為越高,而其後期的抑制能力也就較差;然而,女童不論是執行功能對攻擊行為,還是攻擊行為對執行功能,皆無顯著相互影響;(3)在家庭社經地位方面,低家庭社經地位之幼兒4歲時執行功能越好,其5歲時外顯攻擊行為就越低,而幼兒在4歲時有較高的外顯攻擊行為,那麼其5歲時的抑制能力就較差;然而,中高家庭社經地位之幼兒,不論是執行功能對攻擊行為,還是攻擊行為對執行功能,皆無顯著相互影響。


關鍵字:幼兒、心智理論、執行功能、攻擊行為
The relationship between theory of mind, executive function and aggressive behavior in preschool children: A one-year longitudinal study

CHANG, CHI-YU

Abstract

This study explores the relationships between theory of mind (ToM), executive function (EF), and aggressive behavior in children aged 4 to 5. It also aims to uncover how gender and family socioeconomic status impact these connections. The study involves 116 children from 6 kindergartens in Taichung, Miaoli, and Taoyuan. Various tools, such as the “Overt Aggression Behavior Scale,” “Relational Aggression Behavior Scale,” “Childhood Executive Functioning Inventory,” “Cognitive Theory of Mind Task,” and "Affective Theory of Mind Task," were utilized to evaluate overt and relational aggression behaviors, working memory, inhibitory control, cognitive ToM, and affective ToM.
The key findings are as follows: 1. ToM and Aggressive Behavior: (1) Among children aged 4 to 5, a stronger cognitive ToM at age 4 is tied to increased relational aggressive behavior at age 5. (2) Gender differences are noticeable: Among boys, a better cognitive ToM at age 4 is linked to heightened overt and relational aggressive behavior at age 5. Specifically, cognitive ToM notably influences overt aggressive behavior. Conversely, girls displaying higher initial overt and relational aggressive behavior tend to demonstrate enhanced cognitive ToM in later stages. (3) Regarding family socioeconomic status, children from lower socioeconomic backgrounds with a more developed affective ToM at age 4 tend to exhibit increased relational aggressive behavior at age 5. On the other hand, in children from middle to high socioeconomic backgrounds, there is a positive interplay between cognitive ToM and relational aggressive behavior.
2. EF and Aggressive Behavior: (1) Among children aged 4 to 5, a reciprocal negative interaction exists between EF and overt aggressive behavior. (2) As for gender differences, boys with superior EF at age 4 exhibit a decrease in aggressive behavior at age 5. Higher initial overt aggressive behavior in boys at age 4 is connected to poorer inhibitory ability later on. Nevertheless, no significant mutual influence is observed between EF and aggressive behavior in girls. (3) Regarding family socioeconomic status, children from lower socioeconomic backgrounds with enhanced EF at age 4 tend to display decreased overt aggressive behavior at age 5. Conversely, those with higher initial overt aggressive behavior at age 4 show weaker inhibitory ability at age 5. Notably, there is no significant mutual influence between EF and aggressive behavior in children from middle to high socioeconomic backgrounds.



Keywords: preschool children, theory of mind, executive function, aggressive behavior
目 錄

第一章 緒論 1
 第一節 研究背景與動機 1
 第二節 研究目的與問題 3
 第三節 名詞解釋 4
第二章 文獻探討 7
第一節 幼兒的攻擊行為 7
第二節 心智理論與幼兒攻擊行為的關係 19
第三節 執行功能與幼兒攻擊行為的關係 23
第四節 目前發現與待釐清問題 27
第三章 研究方法 29
第一節 研究架構 29
第二節 研究對象 31
第三節 研究工具 31
第四節 實施程序 37
第五節 資料處理與分析 38
第四章 研究結果與討論 41
第一節 幼兒攻擊行為、心智理論與執行功能之發展趨勢與表現情形 41
第二節 幼兒心智理論與攻擊行為之橫斷與縱貫關係 51
第三節 幼兒執行功能與攻擊行為之橫斷與縱貫關係 75
第四章 研究結論與建議 99
第一節 研究結論 99
第二節 研究限制 102
第三節 研究建議. 103
參考文獻… 107
附錄 135
附錄一 家長問卷 135
附錄二 外顯攻擊行為量表與關係攻擊行為量表使用同意書 141
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