A Study of Self-concept and Emotional Competence of Preschool Children in Central Area of Taiwan

• Main Authors: LIU,WEI-LING, 劉韋伶
• Other Authors: LO,MING-JAE
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/8645dd

碩士 === 國立臺中教育大學 === 幼兒教育學系碩士在職專班 === 105 === The aim of the study reported here was to explore the current status of the different background variables and forecast preschool children’s Self-concept and Emotional Competence in central area of Taiwan. The questionnaire method was employed for this study. A self-designed questionnaire titled “The Survey on preschool children’s Self-concept and Emotional Competence in central area of Taiwan.” The research based on stratified cluster sampling. A total of 1,000 preschool educators in central area of Taiwan were observed, and the 915 samples were returned , there are 866 of them were valid. The data were analyzed by using methods including descriptive statistics, independent statistics t-test, one-way ANOVA , Pearson product-moment correlation and stepwise multiple regression. The conclusion of the study are as follows: 1. The preschool children’s Self-Concept in central area of Taiwan was demonstrated the more than median score. Among all dimensions in the scale of Significant others’ Self-concept had scored the highest, and others were “External Self-concept,” “Fitness Self-concept,” and “Peers Self-concept,” respectively following the order of the scores. 2. The preschool children’s Emotional Competence in central area of Taiwan was demonstrated the more than median score. Among all dimensions in the scale of Emotional Awareness and Recognition had scored the highest, and others were “Emotional Understanding,” “Emotional Expression,” and “Emotional Regulation,” respectively following the order of the scores. 3. There were significant variances among the preschool children’s backgrounds of enrolled area、primary caregiver、primary caregiver’s level of education or total monthly household income with Entirety’s Self-concept. 4. There were significant variances among the preschool children’s backgrounds of gender, age or enrolled area with Entirety’s Emotional Competence. 5. There is a intermediated positive correlation between preschool children’s Self-concept and Emotional Competence. 6. It can be predicted that preschool children’s enrolled area, primary caregiver and total monthly household income to Entirety’s Self-concept. 7. It can be predicted that Self-concept of Peers, Significant others and Fitness or preschool children’s backgrounds of gender, age, enrolled area to Entirety’s Emotional Competence. The research is done with the hope that it may provide reference for preschool parents, educational authorities and researchers.