親職參與和幼兒語言能力關係：家庭學習環境的中介效果

The Relationship between Parental Involvement and Language Ability in Preschoolers: The Mediating Role of Family Learning Environment

本研究旨在探討父母親職參與家庭學習環境及學齡前幼兒語言能力之關聯。依據文獻分析結果，提出｢父親參與在家庭學習環境和幼兒語言發展之關係上具有中介效果｣與｢母親參與在家庭學習環境和幼兒語言發展之關係上具有中介效果｣之假設模型。本研究利用「臺灣幼兒發展調查資料庫」（Kids in Taiwan: National Longitudinal Study of Child Development & Care, KIT）中36月齡幼兒的｢親職參與｣、｢家庭學習環境｣、｢語言發展｣（測量學齡前兒童語言目前發展的程度，本研究稱為語言能力）等三問卷的數據以確認家庭學習環境在親職參與和幼兒的語言能力間之中介效果。本研究獲得有效樣本共2164人，其中男童1113名（51.40%）、女童1051名（48.60%）。由於資料是非常態分配，所以用Smart PLS 3.0統計軟體分析所提出的二個假設中介模型。研究過程經過初始模型、修正模型與複核模型，研究發現家庭學習環境不論在父親或母親參與和幼兒語言發展之關係上具有完全中介效果，此一結果顯示：父、母親積極參與幼兒的教育事務，並透過家庭學習環境，來增進幼兒語言發展。就此發現，建議不論父親或母親都應積極的參與幼兒的學習活動或教育過程，並且在家庭中安排適切的學習環境以增進幼兒語言之發展。

The aim of this study is to explore the relationship between parental involvement, family learning environment, and language ability in preschool children. Based on the results of literature analysis, the study proposes hypotheses that“paternal involvement has a mediating effect on the relationship between family learning environment and language ability”and“maternal involvement has a mediating effect on the relationship between family learning environment and language ability.”The study utilizes data from the“Kids in Taiwan: National Longitudinal Study of Child Development & Care (KIT)”database for 36-month-old preschool children, including Questionnaires on Parental Involvement, Family Learning Environment, and Language Development (referred to as language ability in this study). The analysis aims to confirm the mediating effect of family learning environment on the relationship between parental involvement and language ability in preschool children. The study includes a total of 2,164 valid samples, with 1,113 boys (51.40%) and 1,051 girls (48.60%). Due to the non-normal distribution of the data, Smart PLS 3.0 statistical software is used to analyze the proposed models of the two hypotheses. The research process involves an initial model, a modified model, and a cross-validity model. The findings reveal that the family learning environment has a fully mediating effect on the relationship between paternal or maternal involvement and language ability in preschool children. This suggests that both fathers and mothers actively participating in preschool children’s educational affairs, and through the family learning environment, contribute to enhancing preschool children’s language ability. Based on these findings, it is recommended that both fathers and mothers actively engage in preschool children's learning activities or educational processes and create an appropriate learning environment at home to promote the development of preschool children's language skills.