父母成就期待與幼兒才藝學習之關聯研究

A Study on the Relationship Between Parental Achievement Expectations and Extracurricular Learning in Young Children

本研究旨在探討臺灣36、48與60月齡幼兒的才藝學習情形，並分析幼兒背景變項及父母成就期待與其才藝學習情形的關聯。研究資料取自「臺灣幼兒發展調查資料庫（KIT）」36月齡組第一至第三波（即36、48、60月齡）追蹤資料，排除非本國籍、非親生父母填答與發展異常樣本後，納入986名幼兒進行縱貫分析。結果發現，幼兒才藝學習比例隨年齡提升（36月齡10.85%、48月齡33.08%、60月齡53.66%），開始學習年齡最早為12月齡，學習類型以體能、藝術、音樂與英語為主，學習項數多為1至2項。進一步以60月齡樣本（N = 1,638）進行橫斷分析，結果顯示：女童、高社經地位與高收入家庭子女的才藝學習比例較高，家中子女數愈多則才藝學習比例愈低。父母成就期待與幼兒才藝學習呈負相關，父母成就期待愈高，幼兒參與才藝學習的可能性與參與數量愈低，開始學習年齡則愈晚。研究結果顯示父母期待對幼兒早期才藝學習具重要影響。

This study investigates the patterns of extracurricular learning among young children in Taiwan at 36, 48, and 60 months of age, and examines the influence of children's background variables and parental achievement expectations on their participation. Data were drawn from the first three waves (36, 48, and 60 months) of the“Kids in Taiwan: National Longitudinal Study of Child Development and Care (KIT).＂After excluding cases involving non-citizens, non-biological parental respondents, and children with developmental delays, a longitudinal sample of 986 children was analyzed. Results indicated that the proportion of children participating in extracurricular activities increased with age (10.85% at 36 months, 33.08% at 48 months, and 53.66% at 60 months). Children began learning as early as 12 months of age, with the most common activity types being physical, arts, music, and English, and most children engaging in one or two types. A cross-sectional analysis using the 60-month sample (N = 1,638) revealed higher participation rates among girls and children from families with higher socioeconomic status and income, while participation decreased as the number of children in the household increased. Parental achievement expectations were negatively associated with children´s extracurricular learning: higher expectations were linked to a lower likelihood of participation, fewer activity types, and later onset of learning. These findings underscore the significant role of parental aspirations in shaping early enrichment experiences in childhood.