研究背景與目的
兒童的品行問題會造成日後多方面的不良後果，如:學業成就低落、犯罪、物質使用、心理病理疾患等等，以及浪費家庭、社會成本，因此有早期預防治療的必要性。其中家庭功能和學校學習環境是兩大影響兒童品行問題的重要因素。研究指出在東西方家庭功能的差異裡，亞洲文化特別強調家庭責任，且低家庭責任和兒童品行問題有關，但目前關於家庭責任和兒童品行問題的研究目前仍稀少，且缺乏縱貫性研究，因此，本研究將探討家庭責任和兒童品行問題橫斷及縱貫的關係。另外，研究指出學校學習環境和兒童品行問題有關，但也有研究認為無關；此不一致的結果顯示可能有其他因素的調節。而過去有研究指出早期親子互動關係會調節師生關係對兒童攻擊行為的影響。綜合上述，本研究將以橫斷分析來探討學齡前和學齡期家庭責任是否可預測兒童品行問題。以縱貫分析，探討在控制兒童性別、學齡前兒童品行問題、以及學齡前家庭責任的影響後，學齡時的低家庭責任是否可預測兒童品行問題增加。同樣以縱貫性分析，驗證學齡前家庭責任是否調節學校學習環境對學齡兒童品行問題的影響。

研究方法
參與者: 本研究參與者來自「國立成功大學家庭幸福與兒童身心健康促進小組」長期追蹤母親及其孩子的資料庫，為一個六年的縱貫性研究。在2000-2002年(T1)，以台南社區樣本為母群，依叢集隨機抽樣法分區抽樣，共328位家長同意參與研究，扣除填答不完全與兒童領有殘障手冊者，最後有效樣本為301位，填答率91.8%；2006-2008年(T2)再追蹤，125人參與本研究(追蹤率41.53%)。研究工具:研究同意書、家長及兒童的基本資料、家庭功能量表(T1/T2)、學校適應量表(T2)、兒童行為情緒檢核表(T1/T2)。研究程序:兩個施測時間點分別2000-2002及2006-2008年。由研究員電訪邀請、告知研究目的，在家長同意參與後寄發問卷，並在資料分析後給予回饋及禮卷。

研究結果
利用多元階層回歸，橫斷分析在控制兒童性別後，學齡前及學齡期的低家庭責任皆可分別預測同時期較高的兒童品行問題。
多元階層回歸，以縱貫分析探討控制兒童性別、學齡前兒童品行問題及學齡前家庭責任的影響後，發現學齡期低家庭責任可預測學齡兒童品行問題的增加。
以多元階層回歸分析學齡前家庭責任調節學齡期學校學習環境對學齡兒童品行問題的影響。在學齡前家庭責任高分組，學齡期學校學習環境和學齡兒童品行問題無關；在學齡前家庭責任低分組，學齡期高學校學習環境可預測學齡兒童品行問題的減少。

結論與建議
學齡前、學齡期的低家庭責任皆可預測較多的兒童品行問題，且縱貫分析也發現學齡的低家庭責任可預測學齡兒童品行問題增加。因此，建議可以教育家長培養家庭成員的家庭責任以減少兒童品行問題的發生。此外，研究結果亦發現學齡前高家庭責任可以保護兒童日後免於發展出品行問題。而學齡前在低家庭責任家庭的兒童是高危險群，其容易受學校學習環境的好壞而影響品行問題，結果發現若給予好的學校學習環境會減低學齡前低家庭責任對學齡兒童的不利影響，因此針對家庭責任較低的高危險群，學校學習環境的角色就更顯重要，建議學校相關人員營造友善學校學習環境以減低兒童品行問題，以上這些建議值得未來研究繼續探討。

The six-year prospective investigation examined the roles of family responsibility and school learning environment in the development of children conduct problems through cross-sectional and longitudinal analyses. A total of 125 children and their parents participated in the study when aged 3 to 7 (T1), and followed at aged 9 to 13 (T2). Results found that family responsibility was cross-sectionally associated with conduct problems and longitudinally, directly affected the increases of conduct problems during school-age. Moreover, we found preschool family responsibility assessed during preschool age moderated the school learning environment in predicting conduct problems during school-age.

王淑惠(民90)。由家庭功能與性格特質探討婦女憂鬱焦慮之共病現象。國立成功大學行為醫學研究所碩士論文。
孔繁鐘 編譯(民88)。「DSM-IV精神疾病診斷與統計」。合記圖書出版社，台北市。
李坤崇 (民85)。學習適應量表-增訂版。心理出版社，台北市。
林美珠（民80）。憂鬱症患者家庭功能之研究。東海大學社會工作所碩士論文。
林淑瑜(民91)。母親的憂鬱症、焦慮症及兒童的性別對學齡前兒童的注意力缺失及過動問題之影響。國立成功大學行為醫學研究所碩士論文。
邱郁雯(民92)。家庭功能、父母管教態度對4-6歲學齡前兒童行為與情緒問題之影響。國立成功大學行為醫學研究所。
黃宗堅(民88)。家庭系統的測量與應用。應用心理研究,2,83-109。
黃囇莉、朱瑞玲(民96)。是亂流還是潮起、潮落?-尋找台灣的「核心價值」極其變遷與方向。中央研究院社會學研究所主辦「台灣社會變遷1985~2005:台灣社會變遷調查計劃第十一次研討會」(台北)宣讀之論文。
葉光輝(民86)。<台灣民眾之孝道觀念的變遷情形>。見瞿海源、張苙雲等主編:《九0年代的台灣社會:社會變遷基本調查研究系列二(下)》，頁 171-214。台北南港:中央研究院社會學研究所籌備處。
葉光輝、黃宗堅（民89）。家庭文化：腳本型與交涉型家庭的實徵分析。國立台灣大學心理學系華人本土心理學研究追求卓越計畫。
楊國樞(民67)。影響國中學生問題行為的學校因素。社會變遷中的青少年問題研討會論文專集, 24, 33-55。
Aiken, L. S., & West, S. G. (1991). Multiple regression: testing and interpreting interactions. Newbury Park, CA: Sage.
Anthony, B. J, Anthony, L. G., Morrel, T. M., & Acosta, M. (2005). Evidence for Social and Behavior Problems in Low-Income, Urban Preschoolers: Effects of Site, Classroom, and Teacher. Journal of Youth and Adolescence, 34(1), 31-39.
American Psychiatric Association (APA) (1994). Diagnostic and statistical manual disorders, 4th ed. Washington, DC:APA.
Bern, R. M. (Ed.) (2007). Child, family, school, community. CA:Belmont.
Benard, B. (1991). Fostering resiliency in kids: protective factors in the family, school, and community. Laboratory for Educational Research and Development & the Western Regional Center for Drug-Free Schools and Communities: Far West
Burke, J. D., Loeber, R., & Birmaher, B. (2002). Oppositional defiant disorder and conduct disorder: A review of the past 10 years, part II. Journal of the American Academy of Child and Adolescent Psychiatry, 48, 1275-1293.
Campbell, S. B. (1995). Behavior problems in preschool children: A review of recent research. Journal of Child Psychology and Psychiatry, 36, 113-149.
Chao, R., Tseng, V. (2002). Parenting of Asians. In M. H. Bornstein (Ed.) Handbook of parenting: Vol. 4. Social conditions and applied parenting (2nd ed., pp. 59-94). Mahwah, NJ: Erlbaum.
Chiu, Y. W., Ko, H. C., Lu, L. H., Huang, H. L. (2003). The effect of Gender on Preschoolers’ Behavioral and Emotional Problems in Taiwan. Unpublished paper, College of Medicine, National Cheng Kung University, Taiwan.
Criss, M. M., Pettit, G. S., Bates, J. E., Dodge, K. A., & Lapp, A. L.(2002). Family adversity, positive peer relationships, and children’s externalizing behavior: a longitudinal perspective on risk and resilience. Child Development, 73(4), 1220-1237.
Emond A, Ormel J, Veenstra R, Oldehinkel AJ. (2007). Preschool behavioral and social-cognitive problems as predictors of (Pre)adolescent disruptive behavior. Child Psychiatry & Human Development, 38(3), 221-236.
Epstein, N. B., Bishop, D. S., Ryan, C., Miller, I., & Keitner, G. (1993). The McMaster Model: View of Healthy Family Functioning. In Walsh F. (eds.), Normal Family Process. New York: Guilford.
Ez-Elarab, H. S., Sabbour, S. M., Gadallah, M. A., & Asaad, T. A. (2007). Prevalence and risk factors of violence among elementary school children in Cairo. The Journal of the Egyptian Public Health Association, 82(1-2), 127-146.
Fergusson, D. M., Horwood, L. J., & Ridder, E. M. (2005). Show me the child at seven: the consequences of conduct problems in childhood for psychosocial functioning in adulthood. Journal of Child Psychology and Psychiatry, and allied disciplines, 46(8), 837-849.
Fitzpatrick, K. M. (1997). Aggression and environment risk among low-income African-American youth. Journal of Adolescent Health, 21, 172-178.
Fuligni, A. J. & Zhang, W. (2004). Attitudes toward family obligation among adolescents in contemporary urban and rural China. Child Development, 74(1), 180-192.
George, C., Herman, K. C., & Ostrander, R. (2006). The family environment and developmental psychopathology: the unique and interactive effects of depression, attention and conduct problems. Child Psychiatry Human Development, 37, 163-177.
Goldstein, S. E., Davis-Kean, P. E., & Eccles, J. S. (2005). Parents, peers, and problem behavior: a longitudinal investigation of the impact of relationship perceptions and characteristics on the development of adolescent problem behavior. Developmental Psychology, 41(2), 410-413.
Henricsson L, Rydell AM. (2004). Elementary school children with behavior problems: Teacher-child relations and self-perception. A prospective study. Merrill-Palmer Quarterly, 50(2), 111-138.
Howes, C., & Segal, J. (1993). Children’s relationships with alternative caregivers. The special case of maltreated children removed from their homes. 14,71-81.
Hughes, J. N, & Cavell TA. (1999). Influence of the relationship on childhood conduct problems: a prospective study. Journal of Clinical Child Psychology, 28(2), 173-84.
Jones, R. A.(1995). The child-school interface. NY: British Library.
Kagitcibasi, C. (1990). Family and socialization in cross-cultural perspective: A model of change. In J. J. Berman (Ed.), Nebraska Symposium on Motivation, 1989 (pp.135-200). Lincoln: University Nebraska Press.
Kilic, B. G., & Sener, S. (2005). Family functioning and psychosocial characteristics in children with attention deficit hyperactivity disorder with comorbid oppositional defiant disorder or conduct disorder. Turkish Journal of Psychiatry, 16(1),
Kim-Cohen, J., Caspi, A., Moffitt, T. E., Harrington, H., Milne, B.J., & Poulton, R. (2003). Prior juvenile diagnoses in adults with mental disorder: Developmental follow-back of a prospective-longitudinal cohort. Archives of General Psychiatry, 60, 709-717.
Lahey, B. B., Loeber, R., Quay, H. C., Frick, P. J., & Grimm, S.(1992). Oppsirional defiant and conduct disorder: Issues to be resolved for DSM-IV. Journal of the American Academy of Child and Adolescent Psychiatry, 31,539-546.
Laird, R. D., Jordan, K. Y., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2001). Peer rejection in childhood, involvement with antisocial peers in early adolescence, and the development of externalizing behavior problems. Development and Psychopathology, 13(2), 337-354.
Liu, X., Kurita, H., & Sun, Z. (1999). Risk factors for psychopathology among Chinese children. Psychiatry and Clinical Neurosciences, 53, 497-503.
Loeber, R., Burke, J. D., Lahey, B.B., Winters, A., & Zera, M. (2000). Oppositional defiant and conduct disorder: A review of the past 10 years, part I. American Academy of Child and Adolescent Psychiatry, 39(12), 1468-1484.
Lu, S. Z. (Ed.). (2001). A reading book on ”Manage the state affairs with morality”. Beijing: Xinhua Press.
Mash, E. J., & Wolfe, D. A. (2002). Conduct problems. Abnormal Child Psychology, 2ed (chap. 6, pp. 127-161). USA:Belmont.
McDonnell, M. A., Gold, C. (2003). Prevalence of psychopathology in preschool-age children. Journal of Child and Adolescent Psychiatric Nursing, 16(4), 141-152.
Meehan, B. T, Hughes, J. N, & Cavell, T. A. (2003). Teacher-student relationships as compensatory resources for aggressive children. Child Development, 74(4), 1145-1157.
Miller, A., Ferguson, E., & Moore, E. (2002). Parents' and pupils' causal attributions for difficult classroom behaviour. British Journal of Educational Psychology, 72(Pt 1), 27-40.
Moffitt, T. E., Caspi, A., Harrington, H., & Milne, B. J. (2002). Males on the life-course-persistent and adolescence-limited antisocial pathways: follow-up at age 26 years. Developmental Psychopathology, 14, 179-207.
Ochoa, G. M., Lopez, E. E., & Emler, N. P. (2007). Adjustment problems in the family and school contexts, attitude towards authority, and violent behavior at school in adolescence. Adolescence, 42, 780-794.
Oliver, B. R., Pike, A., & Plomin, R. (2008). Nonshared environmental influences on teacher-reported behavior problems: monozygotic twin differences in perceptions of the classroom. Journal of Child Psychology & Psychiatry, 49(6), 646-653.
Olson D. H. (1993). Circumplex Model of Marital and Family Systems: Assessing Family Functioning. In Walsh F. (eds.), Normal Family Process. New York: Guiford.
Pianta, R. C., Nimetz S. L., Bennett, E. (1997). Mother-child relationships, teachter-child relationships, and school outcomes in preschool and kindergarten. Early Childhood Research Quarterly, 12, 263-280.
Piko, B. F., Fitzpatrick, K. M., & Wright, D. R. (2005). A risk and protective factors framework for understanding youth’s externaling problem behavior in two different cultural settings. European Child and Adolescent Psychiatry, 14(2),95-103.
Powell, N. R., Lochman, J. E., & Boxmeyer, C. L. (2007). The prevention of conduct problems. International Review of Psychiatry, 19(6), 597-605.
Simons-Morton, B. G., Davis, C. A., Haynie, D. L., Saylor, K. E. (1999). Student-school bonding and adolescent problem behavior. Health Education Research, 14, 99-107.
Slee, P. T. (1996). Family climate and behavior in families with conduct disordered children. Child Psychiatry and Human Development, 26(4), 255-66.
Somersalo, H., Solantaus, T., Almqvist, F. (2002). Classroom climate and the mental health of primary school children. Nordic Journal of Psychiatry, 56, 285-290.
Sourander, A., & Helstelä, L. (2005). Childhood predictors of externalizing and internalizing problems in adolescence. A prospective follow-up study from age 8 to 16. European Child and Adolescent Psychiatry, 14(8), 415-423.
Sprafkin, J., Gadow, K. D, Salisbury, H., Schneider, J., & Loney, J. (2002). Futher evidence of reliability and validity of the child symptom inventory-4: parent checklist in clinically referred boys. Journal of Clinical Child and Adolescent Psychology, 31(4), 513-524.
Spriggs, A. L., Iannotti, R. J., Nansel, T. R., Haynie, D. L. (2007). Adolescent bullying involvement and perceived family, peer and school relations: Commonalities and differences across race/ethnicity. Journal of Adolescent Health, 41(3), 283-293.
Stevens, G. W., Vollebergh, W. A., Pels, T. V., & Crijnen, A. A. (2005). Predicting externalizing problems in Moroccan immigrant adolescents in the Netherlands. Social Psychiatry and Psychiatric Epidemiology, 40(7), 571-579.
Tamis-LeMonda, C. S., Way, N., & Hughes, D. (2007). Parents’ goals for children: the dynamic coexistence of individualism and collectivism in cultures and individuals. Social Development, 17(1), 183-209.
van Lier, P. A., van der Ende, J., Koot, H. M., & Verhulst, F. C. (2007). Which better predicts conduct problems? The relationship of trajectories of conduct problems with ODD and ADHD symptoms from childhood into adolescence. Journal of Child Psychology and Psychiatry, and allied disciplines, 48(6), 601-608.
van Lier, P. A., Vitaro, F., Wanner, B., Vuijk, P., & Crijnen, A. A. (2005). Gender differences in developmental links among antisocial behavior, friends' antisocial behavior, and peer rejection in childhood: results from two cultures. Child Development, 76(4):841-55
Wang, S. H., & Ko, H. C. (2000). Family function and personality in women with depression only, anxiety only, and mixed anxiety-depression. Unpublished master’s thesis, College of Medicine, National Cheng Kung University, Taiwan.