臺灣博碩士論文加值系統

　　本研究目的在建構兒童情緒覺察能力的評量方式，為達上述目的，研究者進行九次的觀察，前八次是以平平國小二年級資優教育資源班的30位學生為對象，第九次是以安安國小四年級普通班7位學生為對象。研究者由文獻中建立初步的情緒覺察能力之構念，以此構念為評量內容建構的依據，建立原級評量工具，包括觀察記錄表、學生情緒自我報告表及訪談表。別外，針對原級評量工具所蒐集的資料，再建立後續資料分析的二級評量工具－情緒覺察能力評量表。歷經四階段的現場資料與構念的相互檢證過程，建立出最後的評量方式。
　　研究結果確立情緒覺察能力構念的四個層面－情緒狀態的覺察、引發情緒的事件覺察、情緒處理的覺察、情緒處理的自我接受；以及敏覺、銳覺兩個評量向度；並根據評量結果繪出情緒覺察能力的側面圖與象限圖，用以解釋受評者的覺察能力。另外，透過邏輯分析和評分者間一致性探討評量的脈絡情境、反應歷程、及能力本質三方面的真實性。最後研究者提出對教師及未來研究者的幾項建議。

　　The purpose of this study is to establish a procedure to assess children''s ability of emotional awareness. The researcher conducted nine classroom observations. The first eight onse were dons with 30 second graders of gifted and talent class from Ping-Ping Elementary School. While the last one was done with 7 fourth graders of ordinary class from An-An Elementary School. Two levels of data were collected: raw data and secondary data. To collect raw data about emotional awareness during observation and interview, Observation Scale, Student''s Self-Desciption Report and Interview Outline were designed and utilized. To secondarily analyze the raw data for result report, Emotional Awareness Scale was designed and utilized.
　　Four aspects of children''s emotional awareness were investigated during the assessing process: the awareness of emotional states, of emotional elicitors, of emotional regulation, and self-acceptance of emotional regulation. Two dimensions of awareness ability were depicted: promptness and differentiation. Authenticity in assessing context, response process, and awareness itself was confirmed through logical analysis and agreement percentage between two assessors. Suggestions for teachers and further research were provided.