幼幼班母親對幼兒閱讀信念與親子共讀之相關研究─以台中縣為例

• Main Author: 林湘琴
• Language: 中文
• Published: 國立政治大學
• Subjects: 母親; 信念; 幼兒閱讀信念; 0～3歲; 親子共讀; Bookstart閱讀起步走
• Online Access: http://thesis.lib.nccu.edu.tw/cgi-bin/cdrfb3/gsweb.cgi?o=dstdcdr&i=sid=%22G0971570151%22.

本研究旨在探討幼幼班母親在幼兒閱讀信念對於親子共讀之影響及關係。首先瞭解母親對幼兒閱讀信念與親子共讀之現況；其次分析不同背景變項對母親之幼兒閱讀信念與親子共讀之差異情形；第三則分析母親對幼兒閱讀信念與親子共讀之相關程度；最後，探討母親之幼兒閱讀信念對親子共讀之預測力。 本研究透過文獻探討以及問卷調查法來瞭解上述研究目的，改編之家庭問卷和父母親閱讀信念量表(Parental Reading Belief Inventory；PRBI)為研究工具。以台中縣私立托兒所幼幼班母親為研究母群體，以立意取樣方式抽樣21個鄉鎮市，共計29間私立托兒所之幼幼班母親為主要研究對象。共發出299份問卷，整體回收率有效問卷為76.92%。問卷回收後，使用SPSS12.0統計軟體進行描述性統計、信度分析、初探性與驗證性因素分析、獨立樣本t考驗、多變量變異數分析、單因子變異數分析、Scheff’e多重比較、皮爾森積差相關以及多元迴歸來分析資料。本研究主要結論如下： 壹、母親對幼兒閱讀信念最肯定共讀對幼兒之正向影響；大多數母親會在幼兒在三歲前進行共讀，且以經常或有時候的頻率進行，並為幼兒準備書籍，而幼兒也普遍喜愛親子共讀。 貳、不同變項對母親在幼兒閱讀信念與親子共讀之差異： 一、閱讀頻率越高之母親越會進行親子共讀、幼兒越喜愛共讀、越會為幼兒準備書籍。 二、高社經較低社經地位的母親較早開始進行親子共讀；但低社經地位的母親較中、高社經地位的母親較會為幼兒準備書籍。 三、有童年親子共讀經驗的母親更受「反向因素」的影響、更肯定「共讀對幼兒有正向影響」、會在幼兒更年幼時開始親子共讀；沒有童年親子共讀經驗的母親更會與幼兒進行親子共讀。 四、在家年齡排行「第四或其他」的幼兒較排行「第三」的幼兒更喜愛親子共讀。 參、母親整體幼兒閱讀信念越強、越不受反向因素影響、母親親子共讀效能感越高、幼兒開始共讀的年齡越小、其親子共讀頻率越高、幼兒喜愛共讀的程度越高、家中幼兒書籍量越多，但卻越沒有與幼兒共讀經驗。 肆、母親對幼兒閱讀信念之「反向因素」可預測母親「與幼兒共讀經驗」，但為負向；整體母親之幼兒閱讀信念可預測母親「與幼兒開始共讀年齡」、「親子共讀頻率」、「幼兒喜愛共讀程度」、「幼兒書籍量」，且皆為正向。 最後，研究者根據上述研究結論針對母親、未來之研究提出建議，以期對未來三歲以前之親子共讀推廣和研究有所助益。 === The main purposes of this study was to: (a)understand the current situation of the maternal literacy beliefs and mother-child book-reading; (b)explore the data of the maternal literacy beliefs and mother-child book-reading between different backgrounds and influencing factors; (c) analyze the relationship between these two variables; (d) explore the predictive power of the maternal literacy beliefs on the mother-child book-reading. To accomplish these purposes, the methods adopted were a comprehensive literature review and a questionnaire. Two scales were uses to measure the following constructs: “Family Survey”, “Parental Reading Belief Inventory；PRBI”. A total of 299 mothers of 2-3 years old children from 29 private pre-schools participated in this survey in Taichung County, and with an effective response rate of 76.92%. The questionnaire data were analyzed by descriptive statistics, Cronbach α coefficient analysis, explorative factor analysis, confirmative factor analysis, T-test, MANOVA, ANOVA, Scheff’e posteriority comparison, Pearson’s correlation analysis, and multiple regression analysis through the use of SPSS12.0 for windows. The major results were summarized as follows: 1.Mothers got the highest scores of Parental Reading Belief Inventory is Positive Affect to Child. Most of the mothers start book-reading with children before the age of 3. Mothers usually or sometimes reading to children, and prepare books for them. In addition, most of the children enjoy book-reading. 2.Maternal literacy beliefs and mother-child book-reading between different backgrounds and influencing factors： a.Mothers with higher reading frequency, spending more time reading to their children and preparing more books for their children. Children are more enjoy book-reading. b.High-SES mothers start to read to their children when children were younger than low-SES mothers do. However, low-SES mothers prepare more books for their children than middle-SES and high-SES mothers. c.Mothers with book-reading experience in childhood got higher scores of Positive Affect to Child and start to read to their children at younger age of children, but got lower scores of Opposite Factor. Mothers without book-reading experience in childhood would spend more time reading to their children. d.The forth or Later child is more enjoy book-reading than the third child. 3.Mothers got the higher scores on Parental Reading Belief Inventory, the less influence by Opposite Factor, the higher scores on Book-Reading Efficacy, the earlier start book-reading at younger age of children, the higher frequency to read to their children, children is more enjoy book-reading, the more books for children at home, but less book-reading experience with children. 4.Opposite Factor is predictable negatively Book-Reading Experience with Children. Maternal Literacy Beliefs is predictable positively Age of Child of Beginning Book-Reading、Mother-Child Book-Reading Frequency、Degree of Expressed Interest in Books of child、quantity of books for children. Keywords：mother、beliefs 、maternal literacy beliefs、0～3 years old、Mother-Child Book-Reading、Bookstart