以社交情緒相關課程探討學齡期兒童之社交與情感能力

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詹庭蓁(Ting-Zhen Zhan) 查詢紙本館藏

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認知與神經科學研究所

論文名稱

以社交情緒相關課程探討學齡期兒童之社交與情感能力
(Social and emotion-related skills training among school-aged children: Using a classroom-based curriculum)

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摘要(中)

社交與情感能力是人類生活中不可或缺的能力之一。本研究嘗試運用EQ課程來提升學齡孩童的社交與情感能力與自我概念。課程教材選用Promoting Alternative Thinking Strategies (PATHS) 的部分章節。本研究於台灣桃園與新竹地區的7所國小，招募了447名四到六年級學生。在課程開始前與結束後，學生，家長及老師皆須填寫相關問卷與個人資本資料。前測的結果顯示女性孩童的社交能力高於男性孩童；男性孩童的問題行為較女性孩童多；家庭收入較高的孩童，自我概念與社交能力皆高於家庭收入較低的孩童，問題行為亦較少；由父母照顧的學生，問題行為較由祖父母或親戚照顧的學生少，自我概念亦其較高。比較課程前後的結果，則顯示出許多控制變項，如：家庭結構、主要照顧者，或性別等變項，在研究主要關注的變項，如：問題行為，或家庭環境等變項上，有二因子，或三因子的交互作用。

摘要(英)

Social and emotional competence is an important aspect of human development and contributes to learning, performance, interpersonal relations, as well as over well-being. In the current study, we examined whether a classroom-based training could enhance or otherwise influence school-aged students’ social and emotional competence and self-concept. Training materials were selected from the Promoting Alternative Thinking Strategies (PATHS) program. The final sample included 447 students (4-6 grades) recruited from 7 elementary schools in Taoyuan and Hsinchu areas in Taiwan. Students, parents, and teachers completed questionnaires and demographics information before and after the curriculum. Results from baseline data showed that female students registered higher social skills than male students; male students had more problem behaviors than female students; students with higher household income had higher self-concept and social skills, and fewer problem behaviors than students with lower household income; students who had biological parents as primary care takers had fewer problem behaviors and higher self-concept than students with grandparents or relatives as primary care takers. Result also showed a number of significant two- and three-way interactions among main variables, such as family structure, primary care takers, and gender on many outcome variables, such as problem behavior and family environment.

關鍵字(中)

★ 學齡學生
★ EQ 課程
★ 社交與情感能力
★ 自我概念
★ 家庭環境

關鍵字(英)

★ school-aged children
★ EQ class
★ social and emotional competence
★ self-concept
★ family environment

論文目次

摘要 i
Abstract ii
目錄 iii
圖目錄 vi
表目錄 vii
第一章、緒論 1
1-1 社交與情感能力的發展 1
1-2 社交與情感能力及心理健康與認知功能之關係 8
1-3 社交與情感能力及行為表現 11
1-4 研究目的 12
第二章、研究方法 15
2-1 研究參與者 15
2-2 研究程序 16
2-3 研究材料 17
2-4 測量工具 18
2-4-1 社交與情感能力之測量 18
2-4-1-1 社交技巧評定量表 18
2-4-1-2 情緒智能量表青少年版 20
2-4-2 自我概念之測量 21
2-4-2-1 第二版兒童自我概念量表 21
2-4-3 家庭環境與生活滿意度之測量 22
2-4-3-1 學生生活滿意度量表 22
2-4-3-2 家庭環境量表 22
第三章、研究結果 24
3-1 各量表的描述性統計 24
3-2 前測量表分數之差異分析 26
3-2-1 前測量表分數於連續變項上之差異 26
3-2-2 前測量表分數於類別變項上之差異 27
3-3 前測與後測量表分數之差異分析 28
3-3-1 社交與情感能力之差異 28
3-3-1-1 社交技能與問題行為 28
3-3-1-2 情感能力 29
3-3-2 自我概念之差異 29
3-3-3 學業能力之差異 29
3-3-4 生活滿意度與家庭生活環境之差異 30
3-3-4-1 生活滿意度 30
3-3-4-2 家庭環境 30
3-3-5 差異分析之總結 30
第四章、討論 32
4-1 學生課程前的各項差異 32
4-1-1 性別與年齡 32
4-1-2 家庭因素 33
4-1-3 交互作用 35
4-2 學生課程前後的各項差異 37
4-3 研究限制 41
4-4 結論 42
參考文獻 67
附錄一、學生版的社交技巧評定量表 75
附錄二、家長版的社交技巧評定量表 77
附錄三、教師版的社交技巧評定量表 81
附錄四、情緒智能量表青少年版 86
附錄五、兒童自我概念量表 88
附錄六、學生生活滿意度量表 92
附錄七、家庭環境量表 94

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指導教授

陳永儀(May Yung Y. Chen)

審核日期

2018-1-26

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