學齡前階段是幼兒社會能力發展的重要時期，攸關孩子未來的學校適應及學業表現。近年來，社會情緒教育越來越受到重視，強調素養導向的培育。溝通是人際互動的基礎，除了傾聽他人，亦要能夠表達自己的想法和感受，以達到雙向交流的目的。主動行為即強個體能夠自在地向他人表達自己的意見，為自己發聲，該能力對於孩子未來的學校生活具有相當大的助益。本研究目的旨在探討臺灣學齡前幼兒在三至六歲期間，母親回應教養、幼兒安全依附及其主動行為的縱貫關聯性。
本研究採用「臺灣幼兒發展調查資料庫（Kids in Taiwan: National Longitudinal Study of Child Development and Care, KIT）」中，36月齡組幼兒資料，自幼兒36月齡至72月齡共四波縱貫資料，選取四波皆參與的樣本，且每一波皆由親生母親填答者，調查期間父母婚姻狀態皆為已婚、母親皆與幼兒同住、未患重大傷病及身心障礙的幼兒，並刪除研究變項拒答者，共得1,011位參與者。本研究使用結構方程模式（structural equation modeling, SEM）進行資料分析，以交互延宕模型（cross-lagged modeling）檢視36月齡至72月齡期間母親回應教養、幼兒安全依附和主動行為三變項之間的縱貫關聯性。
本研究結果指出，在母親回應教養與幼兒主動行為的交互延宕模型中，母親回應教養和幼兒主動行為於三至四歲及五至六歲期間呈現雙向影響關係，四至五歲期間則是幼兒主動行為單向影響母親回應。另外，在幼兒安全依附與主動行為的交互延宕模型中，幼兒安全依附和主動行為於三至五歲期間呈現雙向影響關係，五至六歲則是幼兒主動行為單向影響安全依附。最後，在母親回應教養、幼兒安全依附及主動行為的交互延宕模式中，幼兒四歲時的安全依附在幼兒三歲時的母親回應教養對其五歲時的主動行為，以及幼兒三歲時的主動行為對其五歲時的母親回應教養的影響途徑間，皆具顯著的中介效果。
綜上所述，建議主要照顧者可以適時地溫暖回應孩子的需求，多和孩子聊天，認真傾聽孩子說話，讓孩子知道自己的想法和感受是被重視的，有助於家長和幼兒建立安全依附關係，並且能夠間接影響孩子的主動行為表現。無論是提升母親回應教養或是幼兒安全依附，都將有助於二者之間的正向影響機制，而增進幼兒日後與他人建立正向健康的人際關係。

The preschool stage is a critical period for the development of children's social competence, which are crucial for their future school adaptation and academic performance. Social-emotional education has gained increasing attention in recent years, emphasizing the cultivation of literacy in children. Communication forms the foundation of interpersonal interactions, requiring not only listening to others but also expressing one's own thoughts and feelings to achieve two-way communication. Assertiveness is the ability to comfortably express one's opinions and advocate for oneself, which is particularly beneficial for children's future school life. This study aims to investigate the longitudinal relationships among maternal responsive parenting, child secure attachment, and assertive behavior in Taiwanese preschoolers aged three to six.
The study utilized data from the "Kids in Taiwan: National Longitudinal Study of Child Development and Care (KIT)" database, focusing on the cohort of children at 36 months of age, spanning four waves of data collection from 36 to 72 months. Samples included those who participated in all four waves, with responses provided by biological mothers living with the child throughout the study period, ensuring the absence of major illness or disability in the children, and excluding those who refused to answer study variables, resulting in 1,011 participants. Data analysis was conducted using structural equation modeling (SEM), with cross-lagged modeling employed to examine the longitudinal relationships among maternal responsive parenting, child secure attachment, and assertive behavior from 36 to 72 months.
The results indicated that in the cross-lagged model of maternal responsive parenting and preschoolers’ assertive behavior, there was a bidirectional relationship between maternal responsive parenting and preschoolers’ assertive behavior during the periods of three to four years and five to six years, while during the four to five years period, preschoolers’ assertive behavior unidirectionally influenced maternal responsiveness. Additionally, in the cross-lagged model of preschoolers’ secure attachment and assertive behavior, there was a bidirectional relationship from three to five years, whereas from five to six years, child assertive behavior unidirectionally influenced secure attachment. Lastly, in the cross-lagged model involving maternal responsive parenting, child secure attachment, and assertive behavior, secure attachment at age four significantly mediated the effects of maternal responsive parenting at age three on assertive behavior at age five, as well as the effects of assertive behavior at age three on maternal responsive parenting at age five.
In conclusion, it is recommended that primary caregivers respond warmly to children's needs on time, engage in conversations with them, and listen attentively to make them feel that their thoughts and feelings are valued, which will help parents and young children develop secure attachment relationships, indirectly promote children's assertive behavior. Training to increase mothers’ warm responsiveness or children’s secure attachment could contribute to their reciprocal associations and promote children’s to build positive and healthy interpersonal relationships.

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