執行功能（executive function, EF）早期的發展是後期高階複雜認知能力的基礎。學齡前是EF發展過程中變化最快的階段，極仰賴後天環境刺激，因此，父母的教養方式對於孩子EF發展有不容忽視的影響。然而目前相關研究結果大多來自西方教養脈絡，少有華人地區大樣本的縱貫研究。由於教養與文化密不可分，既有文獻多以西方教養理論框架探討與幼兒EF發展的關係，研究結果可能難以反應出完整樣貌，不易了解在華人文化脈絡下，幼兒EF發展是否與國際發現一致。因此，本研究旨在探討臺灣幼兒EF發展軌跡，及其潛在異質群體，試圖從華人文化教養的角度解釋與異質群的關係。具體研究問題包括：（1）幼兒1 ~ 6歲時的EF發展軌跡為何? ( 2）EF發展軌跡是否可區辨出多個潛在群體? （3）華人文化脈絡下父母的教養信念和行為，與不同潛在執行功能類型的幼兒有何關聯？研究樣本取自臺灣幼兒發展資料庫（KIT）的縱貫性數據，選取三月齡組幼兒（生日區間：2016年4月1日至2017年6月30日）。串聯六波（1、2、3、4、5、6歲）皆為同一人填答之的家長問卷資料，排除重大傷病、身心障礙和發展遲緩幼兒。最後有效樣本數為4,236名幼兒，男孩2,136（50.4%）、女孩2,100（49.6%)。分析策略使用潛在成長模式（LGM)）混合成長模式（GMM），估計幼兒1 ~ 6歲時EF發展軌跡，藉以辨識幼兒執行功能發展的異質族群。並利用多項式邏輯斯迴歸，分析父母的華人文化教養信念、教養行為與幼兒執行功能發展的關聯。研究結果發現，臺灣1 ~ 6歲階段幼兒的執行功能發展軌跡呈線性增長。混合成長模式分析獲得三類異質族群：起點領先型（n=119, 2.8 %），為起始點能力相對較高，但在2歲後發展速率趨緩；潛力成長型（n=754, 17.8 %），起始能力雖然較起點領先型幼兒落後，但在2歲後即超越，持續領先穩定成長；一般發展型（n=3,363, 79.4 %)為最高比例的類型，特徵為起點能力相對較弱，後續雖穩定成長，但能力屬一般，未特別突出或未領先超群。進一步分析發現，父母華人文化教養的「管」、「教」、「恥感」信念，以及「正向回應」和「條件式管教」教養行為，皆可顯著預測幼兒EF發展軌跡類型。當父母抱持著「管」信念越強烈，孩子EF發展就越有可能落入起點領先型。父母對「恥感」信念，抱持較強烈信念時，孩子EF發展就越有可能成為一般發展型。此外，當父母若有較多條件式管教的教養行為，幼兒的EF發展有較大可能成為一般發展型。相反的，當父母越認同「教」信念，以及有較多正向回應的教養行為，幼兒落入「起點領先型」和「一般發展型」的可能性也是降低，比較可能屬於「潛力成長型」。本研究採縱貫研究設計，藉由全國性代表資料庫，追蹤臺灣幼兒從1歲至6歲EF發展軌跡變化，研究結果具可推論性，有助於與國際研究發現對照比較，並可作未來研擬親職教育課程，以及相關政策的實證參考依據。

Early development of executive function (EF) forms the foundation for later complex cognitive abilities. The preschool period represents a stage of significant change in EF development, which is highly influenced by environmental stimuli, making parental practices a crucial factor in a child's EF development. However, most existing research stems from Western contexts, with limited longitudinal studies involving large samples in Chinese societies. Given that parenting practices are closely intertwined with cultural context, studies based on Western theoretical frameworks may not fully reflect the dynamics in Chinese cultural settings, making it difficult to ascertain if child EF development aligns with international findings. This study aims to explore the latent heterogeneous groups in the EF developmental trajectories of young children in Taiwan, exploring their associations with parenting within a Chinese cultural context. The research questions include: (1) What are the EF developmental trajectories of children aged 1 to 6? (2) Can multiple latent subgroups of EF development be identified? (3) How do parental beliefs and practices within the Chinese cultural context relate to different latent EF development latent subgroups? The sample was drawn from the Kids in Taiwan (KIT) database and included longitudinal data from the birth cohort of infants born between April 1, 2016, and June 30, 2017. Six waves of data were collected through parent questionnaires at ages 1, 2, 3, 4, 5, and 6, completed by the same respondents. Exclusion criteria included children with significant physical or mental disabilities and developmental delays. The final sample comprised 4,236 children (boys 50.4%, girls 49.6%). Latent growth modeling (LGM) and growth mixture modeling (GMM) were employed to estimate EF development trajectories from ages 1 to 6, identifying heterogeneous subgroups. Multinomial logistic regression was used to analyze the associations between parental beliefs and behaviors rooted in Chinese culture and the EF development types of children. The findings revealed that EF development trajectories of Taiwanese children from ages 1 to 6 showed linear growth. GMM identified three heterogeneous subgroups: The Early Starters group (n=119, 2.8%), characterized by higher initial EF but slower growth after age 2; the Potential Growth group (n=754, 17.8%), which started with lower initial EF but surpassed other groups after age 2 and continued stable growth; and the Ordinary group (n=3,363, 79.4%), the largest group with initially lower EF that demonstrated steady, moderate growth without exceptional performance. Further analysis indicated that parental beliefs of “quan (control),” “teaching,” and “shame,” as well as practices of “positive responsiveness” and “conditional discipline,” were significant predictors of children's EF trajectory latent subgroups. Stronger parental endorsement of “control” beliefs increased the likelihood of children being in the Early Starters group. A stronger belief in the “shame” was associated with a higher likelihood of children belonging to the Ordinary group. Additionally, more frequent conditional discipline practices were linked to a greater likelihood of being in the Ordinary group. Conversely, stronger parental “teaching” beliefs and higher positive responsiveness were associated with a reduced likelihood of children being in the Early Starters group and Ordinary groups, increasing the likelihood of being in the Potential Growth group. This longitudinal study, utilizing a national dataset to track EF development in Taiwanese children from ages 1 to 6, provides generalizable findings that facilitate cross-cultural comparisons with international studies and offer empirical references for the development of future parenting education programs and related policy initiatives.

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