本研究為探討幼兒教師人格特質、情緒智力與幼兒情緒能力之研究。目的為：一、了解幼兒教師人格特質、情緒智力及幼兒情緒能力之現況；二、分析幼兒教師不同背景變項（年齡、學歷、服務年資、婚姻狀況）在其人格特質、情緒智力之差異情形；三、分析幼兒不同背景變項（年齡、性別）在其情緒能力之差異情形；探究幼兒教師人格特質、情緒智力與幼兒情緒能力三者之相關情形；四、探究幼兒教師人格特質、情緒智力對幼兒情緒能力之預測力。 本研究以相關文獻及問卷「幼稚園教師人格特質問卷」、「臺灣地區幼稚園教師職場情緒智力量表」、「幼兒情緒能力發展量表」為研究工具探討。以分層隨機抽樣自臺北市12個行政區抽取研究對象，共計156位幼兒教師、422位4至6歲幼兒。依問卷所得資料以平均數、標準差、T檢定、Pearson積差相關、單因子變異數分析、多元逐步迴歸分析進行資料處理與分析。本研究主要結論如下： 壹、臺北市幼兒教師人格特質為正向，「謹慎負責性」最高；教師情緒智力偏中高， 「教保情緒表達」最佳；幼兒情緒能力佳，「情緒的覺察與辨識」最佳。 貳、臺北市幼兒教師「年齡越高、研究所畢業、已婚者」，在人格特質、情緒智力表 現較佳，「服務年資5年（含）以下」者則表現較差。 參、臺北市幼兒情緒能力，以「6足歲(含)以上」、「女性」幼兒最佳。 肆、臺北市幼兒教師人格特質「謹慎負責性、開放經驗性」與幼兒情緒能力有顯著正 相關；而教師人格特質的「外向性、情緒穩定度」則與幼兒情緒能力有顯著負相 關。 伍、臺北市幼兒教師情緒智力的「教保社交技巧」與幼兒情緒能力的「情緒的表達」 有顯著正相關、和幼兒情緒能力的「情緒的調適」有顯著負相關。 陸、臺北市幼兒教師人格特質與情緒智力之構面間有顯著正、負相關。 柒、臺北市幼兒教師人格特質、情緒智力對幼兒情緒能力具有預測力。

本研究旨在分析不同背景變項之學前幼兒，其父母教養態度、親子互動與幼兒情緒能力的差異情形；另外亦試圖瞭解學前幼兒父母之教養態度、親子互動對幼兒情緒能力的預測力。 本研究採用問卷調查法，研究工具包含「父母教養態度量表」、「親子互動量表」，以及「幼兒情緒能力發展量表」。研究對象採用分層隨機抽樣方式，於台北市12個行政區進行抽樣，最終取得公、私立幼稚園217位4-6歲之學前幼兒其父母填答的問卷；所得問卷以敘述性統計、單因子變異數分析、階層迴歸分析等統計方法進行資料分析主要研究結果及發現總結如下： 一、幼兒整體情緒能力為中上程度，以「情緒察覺與辨識」之能力表現最好，「情緒理解」與「情緒表達」均較「情緒調節」佳。 二、父母在教養態度四個類型中以「專制威權型」最多，「忽視冷漠型」最少。 三、父母與幼兒的親子互動關係偏向「情感性」，有良好的互動情形。 四、不同職業的母親，在教養態度的「專制權威」、「忽視冷漠」兩個層面有顯著差異。母親的職業為家管較傾向「專制權威型」；職業是服務業的母親傾向「忽視冷漠型」。 五、不同「家庭每月總收入」之家庭，在整體教養態度及「開明權威」層面達顯著差異；每月總收入愈高之父母，愈能採取「開明權威」之教養態度。 六、「5~6歲」幼兒「情緒調節」能力優於「4~5歲」，女童在情緒能力整體、「情緒察覺與辨識」、「情緒的調節」層面顯著優於男童。 七、「父母教養態度」、「親子互動」對幼兒的情緒能力有顯著預測力。父母教養態度中之「開明權威」型和親子互動之「情感性」層面能顯著預測幼兒情緒能力中之「察覺與辨識」、「情緒表達」與「情緒調節」，且皆為正向影響。「忽視冷漠型」之父母教養態度對情緒能力中的「情緒理解」能力有顯著預測力，且是負面影響。 最後，本研究根據分析結果，提供相關建議給家長、教育工作者、教育單位及未來欲從事相同主題之研究者。 / The main purposes of this research were to analyze the data of the "Parents’ Rearing Attitudes", "Parent-Child Interaction", " Children’s Emotional Competence" between different backgrounds; explore the predictive power of the Parents’ Rearing Attitudes, Parent-Child Interaction on Children’s Emotional Competence. To accomplish these purposes, the methods adopted were using a questionnaire to collect data. Three scales were used to measure the following constructs: "Parents’ Rearing Attitudes Scale", "Parent-Child Interaction Scale" and "Children’s Emotional Development Scale". The samples in this survey consisted of 217 kindergarten children with the age from 4 to 6 years old and their parents’ from public and private schools in Taipei. The data was analyzed by "Mean”, "Standard Deviation", "One-Way ANOVA" and "Multiple Regression Analysis". The main results are as follows: 1. The overall emotional competence performance of the children are at the middle-up level, the “Emotional Awareness and Recognition" level have the best performance, better than '' Emotional Understanding" and "Emotional Expression", " Emotional Regulation " has the lowest performance level. 2. Of the four types of Parents’ Rearing Attitudes, the most adopted is the "authoritarian" type, the least adopted is the "neglectful" type. 3. There are good interaction between parents and child, and the interactions tend to be "emotional". 4. There are significant differences in the Parents’ Rearing Attitude type ("authoritarian" or "neglectful") when the mother has different occupation. Housewives tend to have a more "authoritarian" Parents’ Rearing Attitude, while mothers in the services sector tend to be more "neglectful". 5. There are significant differences in the overall Parents’ Rearing Attitude and the "authoritative" Parents’ Rearing Attitude when there are differences in monthly income. Families with higher monthly income tend to have "authoritative" Parents’ Rearing Attitude. 6. The ''Emotional Regulation Competence '' of 5 to 6 year olds is better than than 4 to 5 years olds. The overall emotional competence '' Emotional Awareness and Recognition", ''Emotional Regulation '' levels of girls are significant better than boys. 7. The emotional competence of young children could be predicted by the parents’ Rearing Attitude and ''Parent-Child Interaction''. The ''authoritative'' factor of parents’ Rearing Attitude and the ''affective" factor of Parent-Child Interaction '' Emotional Awareness and Recognition" , ''Emotional Expression" and “Emotional Regulation '' of the emotional competence of young children , and the “neglectful” factor of parents’ parenting attitude was predictive of '' Emotional Understanding” and has a negative impact.