本研究主要目的在瞭解幼兒園教保服務人員與大學幼教系學生的依附關係現況、其在依附關係中逃避面向與焦慮面向的差異情形及探討預測變項對依附關係之兩個層面的預測力。親密關係經驗量表中文版(ECRS-C)被用來蒐集研究所需之數據，研究樣本共373人，幼兒園教保服務人員192份樣本和大學幼教/幼保系學生181份樣本，以描述統計、t考驗檢定及迴歸分析回答研究問題。研究結果發現幼兒園教保服務人員和大學幼教/幼保系學生的親密關係狀況達顯著差異，在逃避面向(對他人意向的看法)未達顯著差異。然而，在焦慮面向(對自我意向的看法)達顯著差異。迴歸分析結果發現，親密關係經驗對於逃避依附有顯著的預測力和負向影響，年齡則有正向影響和顯著預測力。 The purpose of the present study are to : (a)understand the attachment relationship status of early childhood in-service and pre-service teachers, (b)examine the group differences between the two groups of teachers regarding avoidant-attachment and anxious-attachment, (c)identify the salient factors related to the variability of avoidant-attachment and anxious-attachment in early childhood in-service and pre-service teachers. Experiences of Close Relationships Scale-Chinese version (ECRS-C) was used to collect data. Total sample size was three hundred seventy three, including one hundred and ninety-two in-service teachers and one hundred and eighty-one pre-service teachers participated in the study. Descriptive statistics, Independent t-test and Multiple regression analysis were applied to answer research questions. Findings from this study showed: (a)there was statistically significance between close relationship of in-service and pre-service teachers, in-service teachers had more stable attachment relationship than pre-service teachers; (b) there was no statistically significance of avoidant-attachment between these two groups of teachers, that meant there was no differences between in-service and pre-service teachers about their attitudes to opinions of others; and (c) there was statistically significance of anxious-attachment between in-service and pre-service teachers, in-service teachers showed more positive self-awareness about self-ability, self-confidence, and teaching. Experience of close relationship, age, and school type showed significant impact and prediction for avoidant-attachment or anxious-attachment.
