臺灣博碩士論文加值系統

本研究旨在探討國小學童的解釋型態、情緒調整與學業表現之關係。本研究主要研究目的有四：
1.了解國小學童解釋型態與情緒調整之現況。
2.比較不同背景變項的國小學童在解釋型態、情緒調整上之差異。
3.分析國小學童的解釋型態、情緒調整與學業表現間之關係。
4.探究國小學童的背景變項、解釋型態與情緒調整對學業表現的
預測力。
本研究採用問卷調查法，以高雄縣公立國民小學五、六年級的男女學童為研究對象，同時以「兒童解釋型態量表」與「國民小學學童情緒調整量表」為研究工具，進行本研究的問卷調查。本研究共抽取1097位高雄縣公立國民小學五、六年級的男女學童。在資料處理方面，以單因子多變量變異數分析、單因子單變量變異數分析、逐步多元迴歸等統計方法考驗六個研究假設，並逐一討論分析各項結果，茲將本研究結果歸納如下：
一、高雄縣國小學童的解釋型態與情緒調整大致良好，屬中等以上的
程度。
二、國小學童的解釋型態與性別、年齡有關聯。
三、國小學童的情緒調整與性別、年齡和區域有關聯。
四、國小學童的數學學業表現與其負向解釋個別性有關，負向解釋個
別性愈高，其數學學業表現愈低。
五、國小學童的學業表現與情緒覺察、情緒效能有密切關聯，情緒覺察與情緒
效能表現愈高的學童，其學業表現愈佳。
六、國小學童的解釋型態與情緒調整有關聯，正向解釋類化性與正向
解釋個別性愈高的學童，和負向解釋類化性與負向解釋個別性愈
低的學童，其情緒調整愈佳。
七、國小學童的背景變項、解釋型態與情緒調整或可作為預測學業表
現之參考。
最後，本研究根據上述研究結果提出具體建議，以供學校教師及輔導人員、教育相關單位與後續研究之參考。

The purpose of this study is to explore the relationship among the explanatory style, emotion regulation, and academic performance of elementary school students.
The method of this study is questionnaire survey. The subjects of this study are 1097 five-graders and six-graders in Kaohsiung county. The subjects are tested with the instruments including Elementary School Student Emotion Regulation Scale and Children Explanatory Style Scale.
The result of the investigation through classification, statistical procedures, discussion, and analysis, reveals the following findings:
1.In general, elementary school students are not severe in explanatory style and emotion regulation. A medium level of satisfaction is achieved.
2.The explanatory styles of the elementary school students are related to gender and age.
3.The emotion regulation of the elementary school students are related to gender, age and area.
4.The elementary school students’ academic performance in math is related to negative internal explanation. The higher performance they get in negative internal explanation, the worse performance in academic performance.
5.The academic performance of the elementary school students is closely related to emotional awareness and emotional efficacy. The higher performance they get in emotional awareness and emotional efficacy, the better academic performance they get.
6.The explanatory styles of the elementary school students are related to emotion regulation. The higher performance they get in positive general explanation and positive internal explanation, the better performance in emotion regulation. The lower performance they get in negative general explanation and negative internal explanation, the better performance in emotion regulation.
7.The elementary school students’ background variables, explanatory style and emotion regulation may serve as predictors of their academic performance.

第一章 緒論………………………………………………………… 1

第一節 研究背景與動機…………………………………………… 1
第二節 研究目的…………………………………………………… 4
第三節 名詞釋義…………………………………………………… 4
第四節 研究範圍與限制…………………………………………… 6

第二章 文獻探討 …………………………………………………… 9

第一節 解釋型態的理論基礎及其相關研究……………………… 9
第二節 情緒調整的理論基礎及其相關研究………………………28
第三節 解釋型態、情緒調整與學業表現的關係…………………49

第三章 研究設計與實施 …………………………………………59

第一節 研究架構……………………………………………………59
第二節 研究問題與研究假設………………………………………60
第三節 研究方法……………………………………………………62
第四節 研究程序……………………………………………………68

第四章 研究結果的分析與討論……………………………………71

第一節 國小學童的解釋型態、情緒調整之現況分析……………71
第二節 不同背景變項的國小學童解釋型態、情緒調整之
分析比較 ………………………………………………… 75
第三節 不同解釋型態與情緒調整的國小學童學業表現之分析
比較…………………………………………………………90
第四節 國小學童的背景變項、解釋型態、情緒調整對學業
表現的預測分析…………………………………………121

第五章 主要發現、結論與建議 ……………………………… 127

第一節 主要發現………………………………………………… 127
第二節 結論……………………………………………………… 131
第三節 建議……………………………………………………… 136

參考文獻… ………………………………………………………… 142

一、中文部份………………………………………………………142
二、英文部份………………………………………………………144

附錄……………………………………………………………………153

附錄一 研究工具同意書…………………………………………154


表 次
表 2-1 對事件的歸因方式……………………………………………20
表 3-1 研究對象之分布………………………………………………63
表 3-2 有效正式樣本分配……………………………………………64
表 3-3 有效樣本基本資料……………………………………………65
表 4-1 國小學童在「解釋型態量表」上得分之摘要表……………71
表 4-2 國小學童在「情緒調整量表」上得分之摘要表……………73
表 4-3 不同性別之國小學童解釋型態的多變量變異數分析
摘要表……………………………………………………… 76
表 4-4 不同年齡之國小學童解釋型態的多變量變異數分析
摘要表…………………………………………………………77
表 4-5 不同區域之國小學童解釋型態的多變量變異數分析
摘要表…………………………………………………………79
表 4-6 不同性別之國小學童情緒調整的多變量變異數分析
摘要表…………………………………………………………80
表 4-7 不同年齡之國小學童情緒調整的多變量變異數分析
摘要表…………………………………………………………82
表 4-8 不同區域之國小學童情緒調整的多變量變異數分析
摘要表…………………………………………………………84
表 4-9 不同負向解釋類化性之國小學童在學業表現上之變異數
分析摘要表………………………………………………… 91
表 4-10 不同負向解釋個別性之國小學童在學業表現上之變異數
分析摘要表………………………………………………… 92
表 4-11 不同正向解釋類化性之國小學童在學業表現上之變異數
分析摘要表………………………………………………… 93
表 4-12 不同正向解釋個別性之國小學童在學業表現上之變異數
分析摘要表………………………………………………… 94
表 4-13 不同情緒覺察的國小學童在學業表現上之變異數分析
摘要表………………………………………………………96
表 4-14 不同情緒表達之國小學童在學業表現上之變異數分析
摘要表………………………………………………………97
表 4-15 不同調整策略之國小學童在學業表現上之變異數分析
摘要表…………………………………………………… 98
表 4-16 不同情緒反省之國小學童在學業表現上之變異數分析
摘要表………………………………………………………99
表 4-17 不同情緒效能之國小學童在學業表現上之變異數分析
摘要表………………………………………………………101
表 4-18 不同負向解釋類化性之國小學童的情緒調整上之
多變量變異數分析……………………………………… 103
表 4-19 不同負向解釋個別性之國小學童的情緒調整上之
多變量變異數分析……………………………………… 106
表 4-20 不同正向解釋類化性之國小學童的情緒調整上之
多變量變異數分析……………………………………… 108
表 4-21 不同正向解釋個別性之國小學童的情緒調整上之
多變量變異數分析……………………………………… 111
表 4-22 背景變項、解釋型態與情緒調整預測國語學業表現
之逐步多元迴歸分析………………………………………122
表 4-23 背景變項、解釋型態與情緒調整預測「數學學業表現」
之逐步多元迴歸分析………………………………………124

圖 次

圖2-1 無助事件的流程……………………………………………… 15
圖2-2 習得無助的流程……………………………………………… 16
圖2-3 習得無助的修正模式………………………………………… 21
圖2-4 情緒調整的過程……………………………………………… 37
圖2-5 情緒調整的雙向歷程模式…………………………………… 40
圖3-1 本研究的研究架構圖………………………………………… 59

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