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研究生: 楊子嬿
Yang, Tzu-Yen
論文名稱: 中大班幼兒使用電子產品與自我調節、早期讀寫及動作發展的關係
Effects of Media Usage on Self-Regulation, Early Literacy, and Motor Development among Kindergartners
指導教授: 張鑑如
Chang, Chien-Ju
學位類別: 碩士
Master
系所名稱: 人類發展與家庭學系
Department of Human Development and Family Studies
論文出版年: 2018
畢業學年度: 106
語文別: 英文
論文頁數: 87
中文關鍵詞: 幼兒電子產品使用自我調節早期讀寫動作發展社會經濟地位性別年齡
英文關鍵詞: children, media usage, self-regulation, early literacy, motor, social economic status (SES), gender, age
DOI URL: http://doi.org/10.6345/THE.NTNU.DHDFS.021.2018.A06
論文種類: 學術論文
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  • 本研究調查幼兒使用電子產品的情形,並檢視幼兒使用電子產品與其自我調節、早期讀寫和動作發展之間的相關,也進一步將年齡、性別和社會經濟地位作為調節變項來探討。本研究使用問卷以瞭解幼兒使用電子產品的情形、使用head-to-toes task (HTKS)測量幼兒的自我調節能力、早期讀寫評估則包括文字書本概念與簡單兩百字識字測驗,並且使用嬰幼兒綜合發展測驗中的動作分測驗來瞭解幼兒的動作發展。本研究的受試者為101位,48到67個月大的幼兒。研究主要發現有四:首先,在排除離群值後,幼兒電子產品的使用與其自我調節能力呈現顯著正相關。其次,幼兒電子產品的使用與其粗大動作、身體協調,以及動作總分呈現顯著負相關。第三,在排除離群值後,幼兒電子產品的使用與其手操作的能力呈現顯著負相關。最後,幼兒的家庭社會經濟地位負向調節其電子產品使用對自我調節能力的預測。換言之,如果幼兒愈頻繁地使用電子產品,其自我調節能力可能愈好,但是其動作發展則可能愈差。家庭社會經濟地位愈高的幼兒,愈減弱電子產品使用對其自我調節能力的影響。

    The current study investigated children’s media usage, and examined the relationship between media usage, self-regulation, early literacy, and motor development. This study also used age, gender, and social economic status (SES) as moderators. Questionnaire was used to understand children’s media usage. The present study used head-to-toes task to understand children’s self-regulation. Early literacy skills included print concept and word recognition. Comprehensive Developmental Inventory for Infants and Toddlers (CDIIT) was administered to understand children’s motor development. The participants were 101 typically developing children aged 48 to 67 months old. The following are the four main findings of this study: (1) there was a positive correlation between media usage and SR2 (the second part of self-regulation) after excluding outliers (2) there were negative correlations between media usage and gross motor, body-movement coordination, and motor total (3) there was a negative correlation between media usage and basic hand use after excluding outliers (4) social economic status (SES) negatively moderated the prediction of media usage to sum of self-regulation. These findings indicated that (1) the more children use media, the better self-regulation they might show (2) the more children use media, the poorer their gross motor, body-movement coordination, motor total and basic hand use might be (3) higher social economic status may reduce the effectiveness of media usage on self-regulation.

    Acknowledgements i Chinese Abstract iii Abstract iv Table of Contents v List of Tables vii List of Figures ix Chapter 1 Introduction 1 1.1 Background and Motivation 1 1.2 Purposes and Research Questions 6 1.3 Definition of Terms 8 Chapter 2 Literature Review 11 2.1 Media Usage 11 2.2 Self-Regulation 16 2.3 Early Literacy 19 2.4 Motor Development 23 2.5 The Relationship between Gender, Social Economic Status (SES), Age and Media Usage 26 2.6 Summary 27 Chapter 3 Method 29 3.1 Conceptual Framework 29 3.2 Subjects 30 3.3 Procedure 32 3.4 Measures 33 3.5 Data Analysis 39 Chapter 4 Results and Discussion 41 4.1 Media Usage 41 4.2 Media Usage, Self-Regulation, Early Literacy, and Motor Development 43 4.3 Gender, Media Usage, Self-Regulation, Early Literacy and Motor Development 54 4.4 SES, Media Usage, Self-Regulation, Early Literacy and Motor Development 59 4.5 Age, Media Usage, Self-Regulation, Early Literacy and Motor Development 63 Chapter 5 Conclusions, Limitations, and Suggestions 67 5.1 Conclusions 67 5.2 Limitations and Suggestions 69 5.3 Implications 70 References 71 Appendix 83 Appendix A: Home Questionnaire 83 List of Tables Table 2-1 Percentage of Zero to Eight Years Old Children’s Ownership of Mobile Device in the Home 13 Table 2-2 Zero to Eight Years Old Children’s Time of Media Usage 14 Table 2-3 Children’s Time on Watching TV (Longitudinal Survey) 15 Table 2-4 Relationship between Media Usage and Attention 17 Table 2-5 Other Related Literature of Early Literacy 21 Table 3-1 Distribution of Subjects’ Age and Gender 30 Table 3-2 Distribution of Parents’ Education 31 Table 3-3 Distribution of Parents’ Occupation 31 Table 3-4 Distribution of SES 32 Table 4-1 Media Usage 42 Table 4-2 Self-Regulation 45 Table 4-3 Scores of RUB and RLB in Self-Regulation 46 Table 4-4 Correlation between Media Usage, Self-Regulation, Early Literacy, and Motor Skill 47 Table 4-5 Correlation between Media Usage (Frequency), Self-Regulation, Early Literacy, and Motor Skill 48 Table 4-6 Correlation between Media Usage and Self-Regulation after Excluding Outliers 49 Table 4-7 Early Literacy 50 Table 4-8 Scores of RUB and RLB in Early Literacy 50 Table 4-9 Correlation between Media Usage and Early Literacy after Excluding Outliers 50 Table 4-10 Motor Development 51 Table 4-11 Scores of RUB and RLB in Motor Development 52 Table 4-12 Correlation between Media Usage and Motor Development after Excluding Outliers 53 Table 4-13 Media Usage across Gender 55 Table 4-14 Self-regulation, Early Literacy and Motor Development across Gender 56 Table 4-15 Correlation between Media Usage and Self-Regulation across Gender 58 Table 4-16 Correlation between Media Usage and Early Literacy across Gender 58 Table 4-17 Correlation between Media Usage and Motor Development across Gender 59 Table 4-18 Descriptive Statistical Result of SES 60 Table 4-19 Media Usage, Self-Regulation, Early Literacy and Motor Development across SES 61 Table 4-20 Correlation between SES, Media Usage, Self-Regulation, Early Literacy and Motor Development 61 Table 4-21 Media Usage across Age Group 64 Table 4-22 Self-Regulation across Age Group 65 Table 4-23 Early Literacy and Motor Development across Age Group 65 Table 5-1 Summary of Main Results 68   List of Figures Figure 3-1 Conceptual Framework 29 Figure 3-2 Order of Test 33 Figure 3-3 Editing Process of Home Questionnaire 34

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