目的-
本研究目的包括：一、探討性別對學齡前兒童行為與情緒問題因素結構之影響；二、探討學齡前兒童的性別與年齡對行為與情緒問題之影響；三、探討家庭功能、父母管教態度對學齡前兒童行為與情緒問題之影響。
方法-
本研究以台南市各個行政區4-6歲的兒童為研究對象，依各區人口比率採分層隨機抽樣的方式抽取樣本，總共回收761份兒童行為與情緒檢核表，在扣除測謊題、遺漏題數超過15%、基本資料填答未完全者，與領有殘障手冊的樣本6名，有效樣本共計546位。本研究以家庭功能量表（Family Function Scale/FFS）、父母親管教態度量表（Parenting Attitudes Scale/PAS）及兒童行為與情緒檢核表（the Child Behavioral and Emotional Checklist for Ages 4-16，CBECL/4-16）為研究工具，評估學齡前兒童的行為與情緒問題、家庭功能及父母管教態度。為探討學齡前兒童行為與情緒問題之因素結構，本研究以因素分析進行資料分析。為瞭解學齡前兒童的性別與年齡對行為與情緒問題之影響，故進行二因子變異數分析，以瞭解其平均數之差異。此外，本研究採迴歸分析及二因子變異數分析探討學齡前男孩與女孩的家庭功能、父母管教態度與其行為情緒問題之關係。
結果-
一、男孩與女孩在CBECL/4-16的因素結構並不相同。男孩及全體樣本所呈現的因素結構，由原本的七個分量表簡化成一個三因子模式，其中過動問題是由注意力缺失（INA）及過動-易衝動（HYP/IMP）組成；攻擊行為由對立性反抗行為（OD）及品行問題（CP）組成；內化問題則由憂鬱（DEP）、過度焦慮（OA）、分離焦慮（SA）所組成。而女孩因素結構中，OD、CP、DEP、OA共同組成一個因素；INA及HYP/IMP構成另一因素；而SA則單獨組成一個因素。
二、二因子變異數分析結果顯示，性別與年齡的交互作用及主要效果均未達顯著，亦即學齡前兒童的行為與情緒問題（包括過動問題、攻擊行為、內化問題）不會因性別與年齡的不同而有所差異。
三、家庭功能、父母管教態度對學齡前兒童行為與情緒問題之影響結果發現：
（一）多元迴歸分析結果顯示，父母管教態度並非家庭功能與學齡前兒童行為情緒問題之間的中介變項。
（二）家庭功能、父母管教態度之交互作用對『男孩』行為與情緒問題之影響模式結果顯示如下:
1.就男孩「過動問題」而言，家庭功能與父母管教態度之交互作用均未達顯著水準。
2.就男孩「攻擊行為」而言，家庭情感表達與母親負向教導之交互作用達顯著，亦即在低情感表達家庭，母親多負向教導組男孩攻擊行為高於母親少負向教導組；在母親多負向教導家庭，低情感表達組男孩攻擊行為顯著多於高情感表達組。此外，家庭責任與父親敏感度/正向回應有交互作用效果，意味著在父親高敏感度家庭，低家庭責任組的男孩出現較多攻擊行為。
3.就男孩「內化問題」而言，家庭衝突與母親負向教導之交互作用達顯著，亦即在高衝突家庭，母親多負向教導組男孩內化問題高於母親少負向教導組。再者，家庭衝突與父親監控之交互作用達顯著，亦即處於多衝突家庭，父親高監控組男孩內化問題多於父親低監控組；在父親高監控家庭，多衝突家庭男孩有較多內化問題。家庭衝突與父親敏感度/正向回應有交互作用，亦指處於多衝突家庭，父親高敏感度/正向回應組男孩內化問題多於父親低敏感度組。家庭問題解決與父親監控之交互作用達顯著，亦即在低問題解決家庭，父親多監控組男孩內化問題高於父親少監控組。此外，研究發現家庭責任與父親監控之交互作用達顯著，亦即處於低責任家庭，父親多監控組男孩內化問題顯著高於父親少監控組。
（三）家庭功能、父母管教態度之交互作用對『女孩』行為與情緒問題之影響模式結果顯示如下:
1.就女孩「過動問題」而言，家庭責任與母親缺乏管教原則之交互作用達顯著，亦即在母親少缺乏管教原則家庭，高家庭責任組女孩過動問題少於低家庭責任組。再者，家庭責任與父親監控有交互作用，意味著在低責任感家庭，父親多監控組女孩過動問題高於父親少監控組。此外，家庭責任與父親敏感度有交互作用，亦即處於父親低敏感度家庭，低家庭責任組女孩過動問題多於高家庭責任組。
2.就女孩「攻擊行為」而言，家庭衝突與母親敏感度/正向回應之交互作用達顯著水準，亦即處於高衝突家庭，母親低敏感度組女孩攻擊行為顯著多於母親高敏感度組。再者，家庭責任與父親監控有交互作用，意味著在父親高監控家庭，低責任感家庭的女孩有較多攻擊行為出現。此外，家庭責任與父親敏感度/正向回應之交互作用達顯著水準，亦即在父親高敏感度家庭，低家庭責任組女孩攻擊顯著多於高家庭責任組。
3.就女孩「內化問題」而言，發現家庭衝突與父親成就期望有交互作用，亦即在高衝突家庭，父親高成就期望，女孩出現更多的內化問題。家庭問題解決與母親成就期望有交互作用，亦即在低問題解決家庭，母親高成就期望組女孩內化問題多於母親低成就期望組。
結論-
綜合上述，本研究發現不同性別學齡前兒童行為與情緒問題的因素結構不同；學齡前兒童的行為與情緒問題（包括過動問題、攻擊行為、內化問題）不會因性別與年齡的不同而有所差異，並且本研究結果不支持學齡前男孩、女孩的父母管教態度為家庭功能與兒童行為情緒問題之間的中介變項，此與過去家庭衝突理論模式不相符。再者，本研究也發現了許多家庭系統功能與父母管教態度之交互作用影響模式，除了過去常被提及的家庭衝突之影響力外，家庭問題解決能力、家庭情感表達及家庭責任感對台灣學齡前兒童的行為與情緒問題影響甚鉅，且影響模式會因兒童性別的不同而有所差異。本研究結果不僅反映出中國家庭互動系統的特性，強調中國家庭在面對外界問題時的因應能力、家人間情感表達、家庭責任感與父母管教態度對學齡前兒童行為情緒問題發展之影響，此外，為了達「早期診斷、早期治療」之目標，本研究結果同時也強調及早對有行為與情緒問題的高危險群家庭進行介入之重要性。

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