本研究皆在探討幼教(保)系在職進修婦女的壓力、因應策略與情緒反應之現況與差異，並探討因應策略與情緒反應之相關，俾供幼教(保)系在職進修婦女規劃學習與相關機構參考。 本研究樣本為幼教(保)系進修部學生，並服務於學前教育機構正職已婚女性，採立意取樣法，發出412份問卷，回收有效問卷共計308份。研究工具為自編幼教(保)系在職進修婦女壓力調查問卷與COPE因應量表和DASS情緒量表，所得資料以SPSS統計套裝軟體執行分析，採用平均數、標準差、Pearson積差相關、Bonferroni事後比較、單因子多變量與階層回歸等統計方法進行分析。 根據資料分析之結果，本研究得到結論：一、幼教（保）系在職進修婦女在整體多重壓力，以「自我壓力」最高。二、幼教（保）系在職進修婦女因應策略使用頻率以「接納調整」策略最高。三、幼教（保）系在職進修婦女情緒反應屬中等略低，其中以「壓力」反應最高。四、不同家庭型態之幼教（保）系在職進修婦女，在各壓力源無顯著差異。五、不同家庭生命週期之幼教（保）系在職進修婦女，在學業壓力與家庭壓力達到顯著差異，年輕家庭高於成熟家庭。六、不同服務年資之幼教（保）系在職進修婦女會影響工作壓力。七、不同年齡之幼教（保）系在職進修婦女會影響學業壓力。八、不同家庭型態之幼教（保）系在職進修婦女，在接「納調整策略」達到顯著差異，夫妻同住高於公婆同住與父母同住。九、不同家庭型態之幼教（保）系在職進修婦女，在「延宕逃避策略」達到顯著差異，公婆同住與父母同住高於夫妻同住。十、不同家庭生命週期之幼教（保）系在職進修婦女，在「接納調整策略」達到顯著差異，成熟家庭高於年輕家庭。十一、不同家庭型態之幼教（保）系在職進修婦女，在「延宕逃避策略」達到顯著差異，公婆同住與父母同住高於夫妻同住。十二、不同家庭生命週期之幼教（保）系在職進修婦女，在「接納調整策略」達到顯著差異，成熟家庭高於年輕家庭。十三、不同家庭生命週期在延宕逃避策略達到顯著差異，年輕家庭高於成熟家庭。十四、不同子女數之幼教（保）系在職進修婦女，會影響尋求協助策略使用情形十五、不同服務年資與不同子女數之幼教（保）系在職進修婦女，會影響延宕逃避策略使用情形。十六、不同年齡之幼教（保）系在職進修婦女，會影響抒發緊張策略使用情形。十七、幼教（保）系在職進修婦女使用因應策略中的「接納調整」，能預測較低壓力反應，而「尋求協助」與「抒發緊張」則預測較高壓力反應。十八、幼教（保）系在職進修婦女使用因應策略中的「接納調整」，能預測較低憂鬱反應，而「延宕逃避」與「抒發緊張」則預測較高憂鬱反應。十九、幼教（保）系在職進修婦女使用因應策略中的「接納調整」，能預測較低焦慮反應，而「延宕逃避」與「抒發緊張」則預測較高焦慮反應 根據以上研究結果，本研究對辦理在職進修單位、參與在職進修之已婚職業婦女與未來研究提出具體建議，以提供相關機構、人員以及未來研究之參考 This research aims to explore the conditions and differences of early childhood education on on-job training women's pressure, copying strategies and emotional responses and to discuss the connection between related coping strategies and emotional responses to provide references for on-job training women and relevant organizations. The research samples are students studying in early childhood education who are married women serving in educational institutions. Using purposive sampling method, 308 out of 412 questionnaires handed out were collected. The research tools are self-edited questionnaires investigating early childhood training women's pressure, Coping Orientations to Problems Experienced (COPE) scale and Depression, Anxiety and Stress Scale (DASS). The information obtained will be analyzed using statistical methods such as SPSS software, standard deviation, Pearson correlation, Bonferroni post comparison, single-factor multivariate and hierarchical regression. According to the data analysis results, the research arrived at the following conclusions：1. In the overall pressure of early childhood education on on-job training women, self-pressure is the highest.2. In the frequency of use in coping strategies of early childhood education on-job training women, willingness to adjust is the highest.3. Early childhood education on-job training women have medium to low emotional responses and among them pressure is the highest response.4. Early childhood education on-job training women from different family types show no significant differences under pressure sources.5. Early childhood education on-job training women from different family life cycles show significance differences under academic pressure and family pressure. Young families show higher pressure than mature families do.6. The difference in the years of serving will influence early childhood education on-job training women's work pressure.7. The difference in age will influence early childhood education on-job training women’s academic pressure.8. Early childhood education on-job training women from different family types show significant differences in accepting adjustment strategies. The percentage of couples living together is higher than that of parents-in-law and parents living together.9. Early childhood education on-job training women from different family types show significant differences in pressure postponing and avoiding strategies. The percentage of parents-in-law and parents living together is higher than that of couples living together10. Early childhood education on-job training women from different family life cycles show significant differences in accepting adjustment strategies. The percentage of mature families is higher than that of young families.11. Early childhood education on-job training women from different family types show significant differences in pressure postponing and avoiding strategies. The percentage of parents-in-law and parents living together is higher than that of couples living together12. Early childhood education on-job training women from different family life cycles show significant differences in accepting adjustment strategies. The percentage of mature families is higher than that of young families.13. Different family life cycles show significant differences in pressure postponing and avoiding strategies. The percentage of young families is higher than that of mature families.14. The difference in the number of children of early childhood education on-job training women will influence the use of assistance-seeking strategies.15. The difference in the years of serving and the number of children of early childhood education on-job training women will influence the use of pressure postponing and avoiding strategies.16. The difference in age of early childhood education on-job training women will influence the use of tension-releasing strategies.17. Early childhood education on-job training women can anticipate lower stress response in accepting adjustment strategy from the coping strategies and higher stress response in assistance-seeking and tension-releasing strategies.18. Early childhood education on-job training women can anticipate lower depressive reaction in accepting adjustment strategy from the coping strategies and higher depressive reaction in pressure postponing and avoiding and tension-releasing strategies.19. Early childhood education on-job training women can anticipate lower anxiety reaction in accepting adjustment strategy from the coping strategies and higher anxiety reaction in pressure postponing and avoiding and tension-releasing strategies. Based on the above-mentioned findings, this research proposes specific recommendations for on-job training and married working women and future research, thus providing references for related institutions, personnel and future research.
