This thesis mainly discusses the relationship of Mothers’ Parenting Styles (MPS) and Children’s Emotional Competence (CEC), there are five chapters in the thesis. Chapter one introduces the research background and objective. Chapter two explores and reviews Parenting Styles and Children Emotional Competence. Both theories are discussed in order to find out the related theory foundation. Chapter three illustrates the research methods and procedures. Chapter four analyzes the data and discusses the results. In this study, it investigated the correlation between the backgrounds of 4-6 year-old children (such as Gender, Number of Siblings and Ranking of Siblings) and the backgrounds of their mothers (such as Age, Education Level and Occupations Situation) on the Mothers’ Parenting Styles and Children’s Emotional Competence. Furthermore, the study also examined the relationship between the difference of Mothers’ Parenting Styles and Children’s Emotional Competence whether it has a significant result. The conclusions of the thesis are summarized in the following. 1. There are significant differences of “Responsiveness” factor of the MPS between children’s gender, especially in boys higher than girls. The reason might be mother is more concerned about boys school courses. 2. In mothers’ Education Level , there are positively significant differences in MPS “Responsiveness” factor. 3. There are significant differences of MPS among mothers’ occupations situation who without working. Compared to working mothers, they will be more interactive with children, and more concerned about the feeling of children. 4. There are significant differences of MPS among mothers’ occupations situation who without in shifts. 5. There are significant differences of “Emotional Expression” factor of the CEC between children’s gender, and the ability of the girls is higher than boys. III 6. There are significant differences of “Emotional Expression” factor of the CEC between children’s ranking of siblings, the smaller child can get the higher capacity. 7. There are significant differences of “Emotional Understanding” factor of the CEC between the age of mothers, the mothers’ age over 40-year-old whose ability is better than the age of 31-40. 8. There are No significant differences in the relationship between the four Parenting Styles and CEC. The reason might be the study can’t get enough samples number, and the number of some parenting type is not worth to analysis in statistics. Therefore, the further use of factor analysis and multiple stepwise regression, we can find that if mothers enlightened authoritative parenting, there was positive impact on children emotional competence; contrary, the mother adopted to limit the authority styles, so that children will have negative emotional development.

本論文旨在探討「母親教養方式與幼兒情緒能力的關係」，全文共分五章。 本研究以澳門4-6歲的幼兒及其母親為主要的研究對象，透過幼兒的背景變項（如 性別、兄弟姐妹數，以及家中排行）與母親的背景變項（如年齡、教育程度，以 及就業情況）等，用以探討與母親的教養方式以及幼兒情緒能力的差異。另一方 面探討母親教養方式與幼兒情緒的能力是否具有顯著的關係。本研究希望能作為 家長教養知能的參考及教育實務工作者對親職教育內涵與文獻之參考。 根據研究之分析結果，研究者有以下發現： 在背景變項與母親教養方式的關係中，以幼兒的「性別」與母親在「反應」 層面上達顯著差異，而且對男生高於女生，尤其母親會對男生的校內上課情況有 較多關注。其次，在母親的「教育程度」與其「反應」層面上也達非常顯著差異， 並與教育程度呈正顯著的相關，越高學歷的母親，會越重視幼兒在學校的表現、 問題的思考，以及幼兒負向情緒的關注。另外，在母親的「就業情況」與其「反 應」的層面上，同樣達顯著差異，當中以沒有就業的母親會較關注孩子的情況， 對幼兒有更多的互動，並不會對幼兒採取過多命令式的要求。若母親為就業的， 則以不用輪班工作的母親其教養方式在「反應」層面上達顯著差異。 在背景變項與幼兒情緒能力的關係中，以幼兒的「性別」與其「情緒的表 達」層面上達顯著差異，並以女生的能力高於男生。另外在幼兒的「家中排行」 上，其「情緒的表達」層面也達顯著差異，當中以排行較小的幼兒能力較高。至 於母親背景方面，母親的「年齡」與幼兒「情緒的理解」層面上達顯著差異，以 41 歲以上的母親比 31-40 歲的母親能力為佳。 最後，母親教養方式與幼兒情緒能力的關係中，在四種教養類型上並未達顯 著差異。原因可能是由於四種教養方式的數目比例不均，以致有些教養類型的數 目未達到統計學上具有分析的意義，使無法得出具有代表性的結果。然而透過因 素分析與多元逐步迴歸法，發現若母親採以如開明權威等教養方式，則對幼兒情 緒能力有正向的影響；相反，若母親採以限制、權威等教養方式，則使幼兒產生 負面的情緒發展。