越南與台灣母親之五足歲子女自我概念的比較研究

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(1)中文摘要自我概念是個人對自己的看法，會受到認知發展階段與所處文化環境所影響。3 至 5 歲是個體建立自我概念的重要時期，但由於幼兒認知特徵及語言能力的限制，而少有相關研究；另一方面，社會普遍關注「外籍配偶」子女的發展情形，但以越南婚姻移民女性學齡前子女為研究對象的研究卻缺乏對其自我概念的探討。本研究旨在比較越南與台灣母親幼兒子女的自我概念是否存在顯著差異，此外，亦會從比較的過程中理解 5 足歲幼兒自我概念的發展情形，並歸結一些共通的語言現象、認知發展特徵，與呈現個別幼兒的經驗內容。研究對象為居住於台北縣之越南母親與台灣母親的 5 足歲幼兒各 20 名。研究工具是「學前幼兒自我描述問卷」，乃修訂 Marsh 等人的學前幼兒自我描述問卷（Self Description Questionnaire for Preschoolers, 2002）、學齡兒童自我描述問卷（Self Description Questionnaire-I, 1988）與 Vispoel（1995）藝術自我知覺量表（Arts Self-Perception Inventory）而成，以測量幼兒身體能力、外表、同儕關係、父母關係、語文、數學、學校、藝術等八個面向的自我概念。結果發現兩組對象在八個面向的自我概念得分皆無顯著差異，一般得分情況顯示 40 名幼兒傾向報告相當正面的自我概念，而在外表與父母自我概念得到最高分，最低分落在藝術自我概念。自我敘述內容顯示本研究幼兒已會使用社會比較進行自我評價，而越南母親子女的自我敘述展現其對母親背景的認識，以及其所擁有的越南經驗，但在本研究中無法發現其與自我概念的關連。研究結果提醒，越南母親的子女不必然擁有與台灣子女不同的自我概念。然而本研究對象來自區域性小樣本，不具完全的代表性，在推論研究結果上較受限；同時，以與幼兒晤談的方式收集資料，仍會受限於幼兒的語言能力；而問卷題目的使用則涉及文化敏感性的問題。關鍵字：越南母親、幼兒、自我概念 I.

(2) Abstract Self-concept is one’s perception of oneself, which is affected by cognitive development and cultural environment. Ages of three to five are important for the development of self-concept. However, due to the limitation of young children’s cognitive and linguistic ability, there are only few studies on the young children’s self-concept. On the other hand, our society prevalently concern about the development of the children of the “foreign brides”, and there is a lack of studies on the self-concept of preschoolers born to Vietnam mothers. This study aims to examine whether there is a significant difference in self-concept between the five-years-old children born to Vietnamese mothers and those born to Taiwanese mothers. In addition, this study attempts to analyze the common characteristics of self concept shared by the participated children. Each group consisted of 20 five-years-old children respectively born to Vietnamese and Taiwanese mothers from Jhong-he, Yong-he, and Ban-ciao area of Taipei County. The measurement used in this study was “Self Description Questionnaire for Preschoolers,” revised from Self Description Questionnaire for Preschoolers (Marsh, et. al., 2002), Self Description Questionnaire-I (Marsh, 1988) and Arts Self-Perception Inventory (Vispoel, 1995). This questionnaire aimed to examine eight dimensions of self-concept – that is, physical ability, physical appearance, peer relationships, parent relationships, reading, math, school, and arts. The results demonstrated that there were no significant differences in eight-dimensional self-concept between the two groups. The findings appeared to show that young children presented optimistic self-concept. The highest scores of self-concept presented at the dimensions of physical appearance and parent relationships, and the lowest at arts. In addition, the information of social comparison and social feedback seemed to be used by these young children to evaluate the self. II.

(3) Children born to Vietnamese mothers showed their knowledge about the Vietnam background of their mothers and their own specific experiences of visiting Vietnam, but how these experiences could be connected to their self-concept was unclear. The findings implied that children born to Vietnamese mothers do not have different or worse self-evaluation. However, the small sample size and convenient sampling set limit in generalizing the research findings. Young children’s linguistic ability might restrict their presentation of self description. Furthermore, the measurement might embed the concern of cultural sensitivity. Key word: Vietnam mothers, preschool children, self-concept. III.

(4) 謝誌這本論文能夠產出，首先要感謝程景琳老師，沒有老師所給予的自由與要求、敏銳的指導與不厭其煩的解釋，它將永遠無法成為一本論文！還有簡淑真老師的寬容，讓這本論文得以繼續。另外，感謝幸曼玲老師撥冗接下口委工作，老師的建議都讓這本論文更形周延。還有馮涵棣老師慷慨分享研究成果，蘊含於中的熱情與用心令人敬佩！謝謝欣宜、翊君、麗妏、昭明、怡雯、芳儀、孜甯、琬玲在研究過程中的協助，當然還有參與前導研究的孩子、正式晤談的幼兒、教師與校方人員，這本論文因為你們才會存在。謝謝仲良提示的題目，也感謝世新社發所夏曉鵑老師領我進入姊妹會，讓我認識怡佩、淑霞、明慧、梅華、叮噹、紹文、詩涵、介言、津如這群最溫柔又強悍的人，特別是仲琬，河堤上的對話將永遠閃亮！還有科雅、莉莉、愛蘭、雪玲、舒結、蘇英、美春、容珍、容細、延紅、雅青、氏娟、金惠、紅鳳等姊妹與大家的孩子，不僅讓我具體面對許多輿論的不公允，更擴展了生命的視野，非常感激大家在研究過程中的幫忙。謝謝馥儀，讓我終於在無以為繼時告別台北；還有大加、美濃後生會和協會的朋友們，讓我生出再次投入論文的勇氣。而日嘉的貼心總能讓我暫時放下焦慮；炫毅簡單清晰的統計講解、以經濟學進行的人生分析更是當頭棒喝！謝謝慧怡陪我走過漆黑的復興南路與和平東路，路上的幾點星光照亮了之後必須單獨殺出的黑暗；還有韻寧，在我最沮喪的時候提醒我原來的樣子。感謝昌男大哥般的照顧；還有小魁分享生活中的貪吃、偷懶、好奇與熱血，最日常最難能可貴！幸而有你們，讓我在這段日子，不至於走失。謝謝我的爸爸與媽媽，總在擔心卻又毫不遲疑給我滿滿的支持，讓我得以不斷嘗試以靠近、投入終至完成這本論文！冠冠穎穎的溫暖從不缺席。最後要謝謝 IV.

(5) 阿婆對我生命中第一篇文章的鼓勵，乃至於現在對論文的關心。最後還要感謝那些受限於篇幅而不得不割捨的你、妳與祢，謝謝你們帶給我思考與生命的一點靈光，都是這本論文的不可或缺！慧玲. V.

(6) 目次中文摘要 ················································································ I 英文摘要 ················································································ II 謝誌 ························································································ IV 目次 ························································································ VI 表次 ······················································································ VIII 圖次 ························································································ IX. 第一章緒論第一節研究動機與目的 ······························································· 1 第二節研究問題與假設································································ 5 第三節名詞界定 ··········································································· 6. 第二章文獻探討第一節東南亞婚姻移民女性的幼兒子女 ···································· 9 第二節自我概念的定義································································ 14 第三節幼兒自我概念的發展 ························································ 22 第四節幼兒自我概念的測量 ························································ 35 VI.

(7) 第三章研究方法第一節研究架構 ··········································································· 43 第二節研究對象 ··········································································· 45 第三節研究程序 ··········································································· 47 第四節研究工具 ··········································································· 51 第五節資料處理方式···································································· 56. 第四章結果與討論第一節受試者背景分析································································ 57 第二節幼兒自我概念的得分情形 ················································ 63 第三節受試者使用語言的特殊情形 ············································ 74 第四節受試者的歸因狀況 ···························································· 80 第五節幼兒自我敘述伴隨技能展現 ············································ 88 第六節受到社會回饋與母親背景影響的內容 ···························· 90. 第五章討論與建議第一節結論 ··················································································· 99 第二節建議 ··················································································· 101. 參考文獻附錄. VII.

(8) 表次表 3-2-1 本研究樣本分布狀況 ·························································· 45 表 3-2-2 受試者代碼與詳細資料 ······················································ 46 表 3-4-1 學前幼兒自我描述問卷的分量表、定義、例題與題數 ··· 52 表 4-1-1 父母親年齡 ·········································································· 59 表 4-1-2 父母親教育程度 ·································································· 60 表 4-1-3 家庭經濟結構 ······································································ 60 表 4-1-4 家庭每月總收入 ·································································· 61 表 4-1-5 越南籍母親家庭與台灣籍母親家庭在家庭社經背景的卡方考驗分析表 ························································································· 61 表 4-2-1 母親為越南與台灣之幼兒子女之自我概念得分於八領域之二因子變異數分析摘要表·································································· 64 表 4-2-2 幼兒於各領域的得分情形 ················································ 67 表 4-2-3 不同性別幼兒之自我概念得分於有差異題目之 T 考驗分析摘要表 ····································································································· 72. VIII.

(9) 圖次圖 2-1-1 自我概念的多向度階層化模式 ·········································· 17 圖 3-1-1 研究架構圖 ·········································································· 44. IX.

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