本研究目的在瞭解大班幼兒對學校的態度，及幼教機構品質、幼兒性別、家庭社經地位、父母管教方式與幼兒對學校態度之相關。本研究隨機選取台北市9班私立立案幼稚園大班、113名幼稚園大班為研究對象，以半結構訪談、觀察法和問卷法進行。研究工具包括Harms、Clifford和Cryer（1998）編訂的「幼兒園環境量表修訂版」（Early Childhood Environment Rating Scale Revised Edition，簡稱ECERS-R）、「幼兒對學校態度量表」及「父母管教方式問卷」。
本研究主要發現如下：
一、 幼兒普遍對學校持正向的態度。
二、 幼兒對「自主性活動」與「人際互動」的態度最為正向；幼兒對「學業性活動」和「團體活動」的態度差異性較大。
三、 高品質幼教機構的幼兒對「學業性活動」和「人際互動」的態度顯著優於低品質幼教機構的幼兒；高品質幼教機構的幼兒對「例行性活動」與對「學校整體」的態度顯著優於中、低品質幼教機構的幼兒。
四、 父母採「寬鬆放任」管教方式的幼兒對「學業性活動」、「團體活動」的態度優於父母採「專制權威」管教方式的幼兒。
五、 幼兒性別與幼教機構品質對幼兒「自主性活動」態度有交互影響作用。在中品質的幼教機構中，女生對自主性活動的態度顯著優於男生；而男生在高品質幼教機構中對自主性活動的態度顯著優於中品質和低品質的幼兒。
本研究針對上述發現加以討論，並提出未來研究建議。

The purpose of this research was to investigate kindergarten children’s attitudes toward school and relationship between early childhood quality, children’s sex, family SES, and maternal parenting styles. The research selected 9 classes at random from registered kindergartens in Taipei and included 113 kindergartners. The methodology used in the study composes of questionnaire, semi-structured interview, and observation. The instrument of this study included ECERS-R（Harms, Clifford, & Cryer’s Early Childhood Environment Rating Scale Revised Edition）,”Children’s Attitudes toward School Scale ”and ”Maternal Parenting styles questionnaire”.
The major results can be drawn as follow：
1. Overall, children had positive attitudes toward school.
2. Children tend to have positive attitudes toward autonomous activities and personal interaction, and they vary in their attitudes toward academic activities and group activities.
3. Children in high quality programs had more positive attitudes toward academic activities and personal interaction than children in low quality programs.
4. Children in high quality programs that had more positive attitudes toward routine tasks and school than in middle and low quality programs.
5. Children of indulgent parenting had more positive attitudes toward academic activities and group activities than under authoritarian parenting styles.
6. There was a child sex by programs quality significant interactive effect on children’s attitudes toward autonomous activities. Girls in the middle quality programs had more positives attitudes toward s autonomous activities than boys; boys in high quality programs had more positives attitudes autonomous activities than in middle and low programs.
Findings listed above were discussed, and several suggestions were proposed for researchers.

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