A study of young children’s self concept and behavior problem in senior classes of kindergartens and nursery schools in Taichung area

• Main Authors: Jhou, Liang-Yu, 周亮宇
• Other Authors: Lo, Ming-Jae
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/17295907385140666023

碩士 === 國立臺中教育大學 === 幼兒教育學系碩士班 === 98 === The study aimed at investigating the differences in self concept and behavior problems among young children in senior classes of kindergartens and nursery schools in Taichung area; the research also discussed the relationship between young children’s self concept and behavior problem. The researcher used self-edited “Scale of Preschool Children’s Self Concept” and “Scale of Preschool Children’s Behavior Performance” as the research tools and carried out the investigating researches based on the research objects, i.e. 1,112 young children that were in the senior classes of the registered kindergartens and nursery schools in Taichung County and Taichung City. Information obtained from the questionnaires was statistically analyzed by statistical methods, such as descriptive statistics, independent t-test, one way ANOVA, and Pearson’s product-moment correlation. The obtained conclusions are summarized as the followings: I. The “Self Concept” of young children in the senior classes of kindergartens and nursery schools in Taichung areas generally was positive and optimistic, and the “Behavior Problem” did not occur very often. A. Among all dimensions in the scale of “Self Concept”, the “Exercise’s Self Concept” had the highest score, and others were “School’s Self Concept,” “Entirety’s Self Concept,” “Sociability’s Self Concept,” “Morality’s Self Concept,” “Physical Appearance’s Self Concept,” and “Language’s Self Concept” respectively following the order of the scores. B. Among all dimensions in the scale of “Behavior Performance”, the “Externalizing Behavior” had the highest score, and others were “Other Behavior,” and “Internalizing Behavior” respectively following the order of the scores. II. The self concept showed significant differences among young children of different gender, age, ranking of the siblings, family structure, and family’s socioeconomic status. A. Girl’s self concept was more positive than boys. Girl’s “Language’s Self Concept,” “Entirety’s Self Concept,” and “School’s Self Concept” were more positive than boys. B. Six-year-old young children had more positive self concept than five-year-old young children. Six-year-old young children’s “Language’s Self Concept” and “Sociability’s Self Concept” were more positive than five-year-old young children. C. In the performance of “Language’s Self Concept”, only sons/daughters were better than middle sons/daughters and youngest sons/daughters. D. In the perception of “Language’s Self Concept”, young children that were in “two-parent” family structure had more positive self-concept than young children that were in “non-two-parent” family structure. E. From “Entirety’s Self Concept”, young children that were from the families having “middle socioeconomic position” had higher self concept than young children that were from the families having “high socioeconomic position.” III. The behavior performance showed significant differences among young children of different gender and age. A. Boys had more behavior problems than girls. Boy’s “Externalizing Behavior” occurred more often than girls. B. Five-year-old young children had more behavior problems than six-year-old young children. Five-year-old young children had more “Internalizing Behavior” and “Externalizing Behavior” problems than six-year-old young children. IV. The self concept and behavior problem of young children in senior classes of kindergartens and nursery schools in Taichung areas showed negative correlations. A. Young children’s “Scale of Preschool Children’s Self Concept,” “Language’s Self Concept,” “Sociability’s Self Concept,” “Entirety’s Self Concept,” “School’s Self Concept,” “Morality’s Self Concept,” “Scale of Preschool Children’s Behavior Performance,” “Internalizing Behavior,” “Externalizing Behavior,” and “Other Behavior” problem all showed significant negative correlations. B. Young children’s “Exercise’s Self Concept” and “Other Behavior” problems were negatively correlated.