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題名 屏幕時間、互動機會、執行功能對幼兒社會情緒能力之影響
The effects of Screen Time, Opportunities for Interaction and Executive Function on Preschoolers’ Social and Emotional Competence作者 吳靜
Wu, Jing貢獻者 詹志禹
吳靜
Wu, Jing關鍵詞 屏幕時間
電視觀看時間
互動機會
執行功能
社會情緒能力
Screen time
Television time
Opportunities for interaction
Executive Function
Socio-Emotional competence日期 2024 上傳時間 5-八月-2024 12:49:27 (UTC+8) 摘要 文獻上有關屏幕時間影響兒童社會情緒能力的研究結果，仍存在相當多矛盾與爭議，可能原因包括：受限於橫斷研究設計、忽略家庭內部互動機會和幼兒執行功能等變項、混淆個體內和個體間的差異、較少區分不同類型的屏幕設備、以及忽略了性別和年齡可能的調節作用。基於此，本研究運用臺灣幼兒發展調查資料庫（KIT）之36月齡組幼兒資料，運用1776名幼兒在36月齡、48月齡和60月齡三個時間點的追蹤資料進行分析，期待達成下列研究目的： 1. 在同一個年齡階段（橫斷面），運用路徑分析模型，分別以3歲、4歲、5歲的KIT家長問卷數據，控制幼兒性別、母親教育程度、家庭月收入，瞭解屏幕時間、互動機會（包括父母參與、父母回應、幼兒操作材料）、執行功能對社會情緒能力的影響。 2. 在跨年齡階段（縱貫面），以隨機截距交叉延宕分析（Random Intercept Cross-lagged Analysis），探究個體內屏幕時間（包含電視時間和其他屏幕時間）、執行功能和社會情緒能力（包含社會能力與情緒能力）之間跨年齡段的相互影響關係，並分群組檢驗性別在其中是否起調節作用。 3. 從橫斷面和縱貫面的角度，深入探討屏幕時間對幼兒社會情緒能力影響的潛在機制，並試圖識別可能的中介效應。 研究結果發現： 一、從橫斷面研究來看 1. 屏幕時間減少了幼兒與父母以及材料互動的機會，但這些互動機會有助於幼兒社會情緒能力，所以，屏幕時間對幼兒社會情緒能力產生間接的負面影響，其效果量顯著但微小。 2. 屏幕時間降低幼兒執行功能，執行功能促進幼兒社會情緒能力，因此，屏幕時間透過執行功能而損害幼兒社會情緒能力。 二、從縱貫面研究來看 1. 電視觀看時間對幼兒執行功能和社會情緒能力的延宕影響因性別、年齡和使用設備類型而異：（1）男童3歲的電視觀看時間，顯著傷害到4歲的執行功能和情緒能力，而在女童中並未發現此影響。（2）3歲時的電視觀看時間對4歲男童和女童的社會能力有負面影響，而4歲的電視觀看時間並未影響到5歲的社會能力。（3）3歲和4歲的其他屏幕時間（手機、電腦、iPad等互動式屏幕設備)，都沒有對下一年齡段（4歲和5歲）的執行功能或社會情緒能力產生顯著影響。 2. 社會能力可以預測下一年齡階段的執行功能：對男童和女童來說，3歲和4歲幼兒的社會能力都可以正向預測下一年齡段（4歲和5歲）的執行功能。此外，3歲的情緒能力，對4歲的執行功能也有正向的影響。 總體而言，本研究從橫斷面和縱貫面兩方面，提供了屏幕時間負面影響幼兒社會情緒能力的證據，並揭示了該影響關係的中介機制，以及性別、年齡和使用設備類型的調節作用。
The literature on the impact of screen time on children's socio-emotional competence presents considerable contradictions and controversies. Possible reasons for these discrepancies include: limitations inherent in cross-sectional study designs, overlooking the opportunities for internal family interactions and variables such as children's executive functions, confounding within-person and between-person differences, a lack of distinction between different types of screen devices, and neglecting the potential moderating effects of gender and age.Based on this, the study utilizes data from the Taiwan Child Development Dataset (KIT) for children aged 36, 48, and 60 months, involving 1776 children. To address existing research gaps, the main objectives of the study are as follows: 1.At the same age stage (cross-sectional), path analysis models are used with KIT parental questionnaire data at ages 3, 4, and 5. This controls for variables such as child's gender, mother's education level, and family income to understand the relationships between screen time, interaction opportunities (including parental participation, responses, and child's material handling), executive functions, and socio-emotional competence. 2.Across different age stages (longitudinal), Random Intercept Cross-lagged Analysis explores the mutual influences between intra-individual screen time (including TV and other screen types), executive functions, and socio-emotional competence (comprising social and emotional competence) across ages, with subgroup analysis to examine the moderating role of gender. 3.From both cross-sectional and longitudinal perspectives, the study delves into the potential mechanisms through which screen time impacts young children's socio-emotional competence and attempts to identify possible mediating effects. Research findings indicate: I. From a Cross-Sectional Perspective 1.Screen time reduces children's opportunities for interaction with parents and materials, which can foster socio-emotional competence. Screen time negatively impacts socio-emotional competence through these interaction opportunities, a significant but minimal effect. 2.Screen time can diminish children's executive functions, which in turn are crucial for enhancing socio-emotional competence. Screen time impairs socio-emotional competence through executive functions (cross-sectional study). II. From a Longitudinal Perspective 1.The delayed impact of TV time on children's executive functions and socio-emotional competence varies by gender, age, and device used: (1) TV time at age 3 significantly harms executive functions and emotional competence at age 4 in boys, but not in girls. (2) TV viewing at age 3 negatively impacts social competence in both boys and girls at age 4, but no effect is observed from TV time at age 4 on abilities at age 5. (3) Other screen times (mobile phones, computers, iPads, and other interactive devices) at ages 3 and 4 do not significantly affect executive functions and socio-emotional competence at the subsequent ages (4 and 5). 2. Social competence can predict executive functions in the next age stage: social competence at ages 3 and 4 in both boys and girls positively predict executive functions in the subsequent stage (ages 4 and 5). Additionally, emotional competence at age 3 in both boys and girls positively influence executive functions at age 4. Overall, this study provides evidence from both cross-sectional and longitudinal perspectives that screen time negatively impacts young children's socio-emotional abilities. 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國立政治大學
教育學系
109152501資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109152501 資料類型 thesis dc.contributor.advisor 詹志禹 zh_TW dc.contributor.author (作者) 吳靜 zh_TW dc.contributor.author (作者) Wu, Jing en_US dc.creator (作者) 吳靜 zh_TW dc.creator (作者) Wu, Jing en_US dc.date (日期) 2024 en_US dc.date.accessioned 5-八月-2024 12:49:27 (UTC+8) - dc.date.available 5-八月-2024 12:49:27 (UTC+8) - dc.date.issued (上傳時間) 5-八月-2024 12:49:27 (UTC+8) - dc.identifier (其他 識別碼) G0109152501 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/152588 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 109152501 zh_TW dc.description.abstract (摘要) 文獻上有關屏幕時間影響兒童社會情緒能力的研究結果，仍存在相當多矛盾與爭議，可能原因包括：受限於橫斷研究設計、忽略家庭內部互動機會和幼兒執行功能等變項、混淆個體內和個體間的差異、較少區分不同類型的屏幕設備、以及忽略了性別和年齡可能的調節作用。基於此，本研究運用臺灣幼兒發展調查資料庫（KIT）之36月齡組幼兒資料，運用1776名幼兒在36月齡、48月齡和60月齡三個時間點的追蹤資料進行分析，期待達成下列研究目的： 1. 在同一個年齡階段（橫斷面），運用路徑分析模型，分別以3歲、4歲、5歲的KIT家長問卷數據，控制幼兒性別、母親教育程度、家庭月收入，瞭解屏幕時間、互動機會（包括父母參與、父母回應、幼兒操作材料）、執行功能對社會情緒能力的影響。 2. 在跨年齡階段（縱貫面），以隨機截距交叉延宕分析（Random Intercept Cross-lagged Analysis），探究個體內屏幕時間（包含電視時間和其他屏幕時間）、執行功能和社會情緒能力（包含社會能力與情緒能力）之間跨年齡段的相互影響關係，並分群組檢驗性別在其中是否起調節作用。 3. 從橫斷面和縱貫面的角度，深入探討屏幕時間對幼兒社會情緒能力影響的潛在機制，並試圖識別可能的中介效應。 研究結果發現： 一、從橫斷面研究來看 1. 屏幕時間減少了幼兒與父母以及材料互動的機會，但這些互動機會有助於幼兒社會情緒能力，所以，屏幕時間對幼兒社會情緒能力產生間接的負面影響，其效果量顯著但微小。 2. 屏幕時間降低幼兒執行功能，執行功能促進幼兒社會情緒能力，因此，屏幕時間透過執行功能而損害幼兒社會情緒能力。 二、從縱貫面研究來看 1. 電視觀看時間對幼兒執行功能和社會情緒能力的延宕影響因性別、年齡和使用設備類型而異：（1）男童3歲的電視觀看時間，顯著傷害到4歲的執行功能和情緒能力，而在女童中並未發現此影響。（2）3歲時的電視觀看時間對4歲男童和女童的社會能力有負面影響，而4歲的電視觀看時間並未影響到5歲的社會能力。（3）3歲和4歲的其他屏幕時間（手機、電腦、iPad等互動式屏幕設備)，都沒有對下一年齡段（4歲和5歲）的執行功能或社會情緒能力產生顯著影響。 2. 社會能力可以預測下一年齡階段的執行功能：對男童和女童來說，3歲和4歲幼兒的社會能力都可以正向預測下一年齡段（4歲和5歲）的執行功能。此外，3歲的情緒能力，對4歲的執行功能也有正向的影響。 總體而言，本研究從橫斷面和縱貫面兩方面，提供了屏幕時間負面影響幼兒社會情緒能力的證據，並揭示了該影響關係的中介機制，以及性別、年齡和使用設備類型的調節作用。 zh_TW dc.description.abstract (摘要) The literature on the impact of screen time on children's socio-emotional competence presents considerable contradictions and controversies. Possible reasons for these discrepancies include: limitations inherent in cross-sectional study designs, overlooking the opportunities for internal family interactions and variables such as children's executive functions, confounding within-person and between-person differences, a lack of distinction between different types of screen devices, and neglecting the potential moderating effects of gender and age.Based on this, the study utilizes data from the Taiwan Child Development Dataset (KIT) for children aged 36, 48, and 60 months, involving 1776 children. To address existing research gaps, the main objectives of the study are as follows: 1.At the same age stage (cross-sectional), path analysis models are used with KIT parental questionnaire data at ages 3, 4, and 5. This controls for variables such as child's gender, mother's education level, and family income to understand the relationships between screen time, interaction opportunities (including parental participation, responses, and child's material handling), executive functions, and socio-emotional competence. 2.Across different age stages (longitudinal), Random Intercept Cross-lagged Analysis explores the mutual influences between intra-individual screen time (including TV and other screen types), executive functions, and socio-emotional competence (comprising social and emotional competence) across ages, with subgroup analysis to examine the moderating role of gender. 3.From both cross-sectional and longitudinal perspectives, the study delves into the potential mechanisms through which screen time impacts young children's socio-emotional competence and attempts to identify possible mediating effects. Research findings indicate: I. From a Cross-Sectional Perspective 1.Screen time reduces children's opportunities for interaction with parents and materials, which can foster socio-emotional competence. Screen time negatively impacts socio-emotional competence through these interaction opportunities, a significant but minimal effect. 2.Screen time can diminish children's executive functions, which in turn are crucial for enhancing socio-emotional competence. Screen time impairs socio-emotional competence through executive functions (cross-sectional study). II. From a Longitudinal Perspective 1.The delayed impact of TV time on children's executive functions and socio-emotional competence varies by gender, age, and device used: (1) TV time at age 3 significantly harms executive functions and emotional competence at age 4 in boys, but not in girls. (2) TV viewing at age 3 negatively impacts social competence in both boys and girls at age 4, but no effect is observed from TV time at age 4 on abilities at age 5. (3) Other screen times (mobile phones, computers, iPads, and other interactive devices) at ages 3 and 4 do not significantly affect executive functions and socio-emotional competence at the subsequent ages (4 and 5). 2. Social competence can predict executive functions in the next age stage: social competence at ages 3 and 4 in both boys and girls positively predict executive functions in the subsequent stage (ages 4 and 5). Additionally, emotional competence at age 3 in both boys and girls positively influence executive functions at age 4. Overall, this study provides evidence from both cross-sectional and longitudinal perspectives that screen time negatively impacts young children's socio-emotional abilities. It reveals the mediating mechanisms of this relationship and the moderating roles of gender, age, and types of screen devices used. en_US dc.description.tableofcontents 第一章 緒論 1 第一節 研究動機與目的 1 第二節 研究待答問題 3 第三節 重要名詞釋義 4 第四節 研究範圍與研究限制 7 第二章 文獻探討 8 第一節 相關理論基礎 8 第二節 幼兒社會情緒能力的內涵、價值與發展 13 第三節 屏幕時間、互動機會、執行功能對幼兒社會情緒能力之影響研究 21 第四節 屏幕時間、執行功能與幼兒社會情緒能力之雙向影響關係研究 37 第五節 屏幕時間、互動機會、執行功能與幼兒社會情緒能力關係之性別差異研究 46 第六節 研究架構與假設 49 第三章 研究設計與實施 51 第一節 資料來源與研究對象 51 第二節 研究變項與測量 55 第三節 研究流程 66 第四節 資料處理與分析 68 第五節 研究倫理 71 第四章 研究結果 72 第一節 同年齡階段屏幕時間對社會情緒能力的影響 72 第二節 屏幕時間對社會情緒能力的跨年齡階段影響 93 第三節 綜合討論 121 第五章 結論與建議 134 第一節 結論 134 第二節 建議 137 參考文獻 139 zh_TW dc.format.extent 2552072 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109152501 en_US dc.subject (關鍵詞) 屏幕時間 zh_TW dc.subject (關鍵詞) 電視觀看時間 zh_TW dc.subject (關鍵詞) 互動機會 zh_TW dc.subject (關鍵詞) 執行功能 zh_TW dc.subject (關鍵詞) 社會情緒能力 zh_TW dc.subject (關鍵詞) Screen time en_US dc.subject (關鍵詞) Television time en_US dc.subject (關鍵詞) Opportunities for interaction en_US dc.subject (關鍵詞) Executive Function en_US dc.subject (關鍵詞) Socio-Emotional competence en_US dc.title (題名) 屏幕時間、互動機會、執行功能對幼兒社會情緒能力之影響 zh_TW dc.title (題名) The effects of Screen Time, Opportunities for Interaction and Executive Function on Preschoolers’ Social and Emotional Competence en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 壹、中文部分 柏克、溫斯勒、谷瑞勉（1999）。鷹架兒童的學習：維高斯基與幼兒教育。新北市：心理出版社。 馮朝霖（2002）。根本建構論理論發展之哲學反思。建構論：理論基礎與教育應用，28-48。 程景琳、涂妙如、陳虹仰、張鑑如（2016）。學齡前嬰幼兒之社會情緒能力-與嬰幼兒語言能力及父母教養之關聯。 當代教育研究季刊，24（3），1-27。 郭實渝(2008)。 教學建構主義的哲學基礎。台東大學教育學報，19 （2） ，119-142. 李汪洋、柳皚然（2022）。 屏幕暴露的數量與質量之辯-屏幕暴露與學前兒童非認知能力的關系。 教育學報（01），99-110。 William Damon（2007）。林崇德、李其維、董奇译。兒童心理學手冊。第六版，第三卷。上海：華東師範大學出版社。 謝宜君、周麗端（2020）。家庭社經地位與三歲幼兒屏幕時間的關聯-以家庭環境及親子互動時間為中介變項。人類發展與家庭學報，21，57-83。 楊婧、張鑑如（2021）。臺灣幼兒電子產品的使用及對幼兒發展的影響：臺灣幼兒發展調查資料庫之運用。教育心理學報，53（2），257-284。 楊順南（2002）。實在與建構-一個發展心理學觀點的分析。载于詹志禹主编，建構論─理論基礎與教育應用。台北： 正中書局，78-113. 王靜梅、張義賓、鄭晨燁、盧英俊、秦金亮（2019）。3~6歲兒童執行功能子成分發展的研究。心理發展與教育，35（1），1-10。 王馨敏、李俊仁、張鑑如（2015）。[二至五歲幼兒認知發展家長問卷]之編製。測驗學刊，62（4），279-302。 張鑑如、謝淑惠、周麗端、廖鳳瑞（2017）。幼兒發展調查資料庫建置計畫簡介。中國統計學報，55（1），42-62。 張鑑如、聶西平、周麗端（2018）。當代臺灣幼兒家庭基本資料、生活環境樣貌及能力發展：KIT資料庫樣本。人類發展與家庭學報，19，45-63。 張靜、田錄梅、張文新（2012）。社會能力：概念分析與模型建構。心理科學進展，20（12），1991。 詹志禹（1996）。認識與知識：建構論 VS. 接受觀。教育研究，49，25-38。 貳、英文部分 Ackerman, D. 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