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研究生:林心怡
論文名稱:兒童違犯行為、衝動性格與認知管控功能之相關研究
論文名稱(外文):Executive Function, Impulsivity, and the Development of Children Delinquent Behavior
指導教授:莊耀嘉莊耀嘉引用關係
指導教授(外文):Chuang Yao Chia
學位類別:碩士
校院名稱:國立屏東師範學院
系所名稱:教育心理與輔導研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:110
中文關鍵詞:認知管控功能衝動性格兒童犯行自我控制理論
外文關鍵詞:Executive FunctionImpulsivityChildren DelinquencySelf-Control Theory
相關次數:
  • 被引用被引用:43
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  • 下載下載:367
  • 收藏至我的研究室書目清單書目收藏:8
本研究探討認知管控功能與衝動性格在促成違犯行為的作用。本研究分別以國小與國中樣本進行兩個研究。研究一抽取屏東市國小五年級男生50人進行個別化標準認知管控功能測驗及問卷施測。研究二則依據追蹤三年的犯行資料,從國中二年級男生156人中挑選穩定高違犯組及穩定低違犯組共60人,實施個別化標準認知管控功能測驗。兩項研究結果皆發現,高違犯組(特別是國中二年級穩定高違犯組)在Stroop叫色測驗、迷津測驗及威斯康辛卡片分類等認知管控功能測驗上,都表現出認知管控功能的缺陷。亦即,表現出做事不加計畫,無法抑制衝動與干擾、不會依照外在的回饋線索來產生或調整適當的反應等特性。低認知管控功能不僅與違犯行為有關,且與由自陳量表所測得的衝動性有關。認知管控功能較差者較傾向於不考量後果地追求享樂、做事沒有計畫性、情緒反應較衝動,且較喜歡追求刺激。此顯示認知衝動性可能是性格衝動性的基礎。區別分析發現,在國小五、六年級分別測得的求樂衝動性,併同國中二年級測得的認知管控功能的缺陷,可區分持續高違犯組與持續低違犯組的差異。此顯示,認知衝動性與性格衝動性都可能直接促成兒童犯行的持續性。
The thesis explored the role of deficit of executive function and impulsivity in the development of children’s serious and chronic delinquency. Two studies were conducted. In Study 1, 50 fifth grade students from four primary schools were administered a questionnaire and a set of Executive Function Tests which included Stroop Color and Word Test, Maze Test, and Wisconsin Card Sorting Test. Of them, 30 were rated by their teachers as delinquent students. In Study 2, thirty-one junior high school students with serious and chronic delinquency (based on the self-report and teacher’s rating of the Delinquency scale in a 3-years longitudinal study) and 29 students with low level of delinquency were administered a questionnaire and a set of Executive Function Test. In both studies, High Delinquency students group revealed more executive function deficits than did Low Delinquency students group. The differences of executive functions between two groups of junior high school students were more evident. Students with chronic delinquency tended to perform the maze task without any plan, had more errors on the Stroop test, and had more perseverative errors on the Wisconsin Card Sorting Test. Deficit of executive function was not only related to more delinquent behavior. Students with more deficits of executive functions revealed also stronger impulsivity with hedonistic self-indulgence. They tended to pursue immediate gratification without taking into account future consequence. It seemed that deficit of executive function may form the basis of impulsive trait. Discriminant Analysis showed that hedonistic impulsivity assessed 3 years ago combined with two executive function tests could significantly differentiate the junior student group with chronic delinquency from low delinquency group. Both deficit of executive function and hedonistic impulsivity may contribute to persistent delinquency.
目 錄
中文摘要…………………………………………………………Ⅰ
英文摘要…………………………………………………………Ⅱ
目錄…………………………………………………………Ⅲ
表次………………………………………………………………Ⅴ
圖次………………………………………………………………Ⅶ
附錄目次……………………………………………………………Ⅷ
第一章 緒論……………………………………………………………01
第一節 研究動機與目的………………………………………01
第二節 兒童違犯行為成因理論基礎之文獻探討……………06
第三節 違犯行為與衝動性格相關研究之文獻探討……………09
第四節 認知管控功能與衝動性格即為犯行為相關研究之文……19
第五節 研究架構與假設……………………………………………25
第二章 研究方法………………………………………………………28
第一節 研究對象…………………………………………………28
第二節 研究工具…………………………………………………30
第三節 資料處理與分析……………………………………………… 42
第三章 研究結果………………………………………………………… 43
第一節 各組受試者違犯行為差異之比較………………………… 43
第二節 認知管控功能與違犯行為之關係………………………… 49
第三節 認知管控功能與衝動性格之關係………………………… 58
第四節 違犯行為與衝動性格之關係……………………………… 62
第五節 認知管控功能、衝動性格對高低違犯行為組之區別分析.74
第四章 結論與建議…………………………………………………….…77
第一節 主要發現…………………………………………………… 77
第二節 綜合討論…………………………………………………… 78
第三節 研究限制與建議…………………………………………… 81
參考文獻………………………………………………………………….…83
中文部分……………………………………………………………….83
西文部分…………………………………………………………….…85
附錄………………………………………………………………………….93
表次
表1-1 衝動性格向度整理表………………………………………………….13
表1-2 有關偏差行為者衝動性格的描述………………………………… 18
表2-1 國小樣本各校人數統計表………………………………………….. 28
表2-2 國中樣本各校人數統計表………………………………………….. 30
表2-3 衝動性格之因素分析結果…………………………………………. 38
表2-4各衝動性量尺所含題目……………………………………………. .39
表2-5 五大性格向度形容詞表……………………………………………..40
表3-1 「國小樣本」中違犯組及正常組在違犯行為上之差異考驗………43
表3-2 「國中全樣本」中違犯組及正常組在違犯行為上之差異考驗……45
表3-3 「國中極端組樣本」中穩定高違犯組及穩定低違犯組在違犯行為上之差異考驗…………………………………………………………...47
表3-4 「國中樣本一」中自評被逮捕記錄的組別差異……………………48
表3-5 「國中極端組樣本」中自評被逮捕記錄的組別差異 ……………48
表3-6 「國小樣本」中違犯組及正常組在各項認知管控功能測驗上之差異考驗………………………………………………………………...50
表3-7 「國小樣本」中違犯行為與認知管控功能測驗之相關……………51
表3-8「國中極端組樣本」中穩定高違犯組及穩定低違犯組在各項認知管控功能測驗上之差異考驗…………………………………………...53
表3-9 「國中極端組樣本」中違犯行為與認知管控功能測驗之相關…..53
表3-10 「國小樣本」中違犯組及正常組在迷津測驗各分作業之計畫次數的差異考驗…………………………………………………………….. 55
表3-11 「國中極端組樣本」中穩定高違犯組及穩定低違犯組在迷津測驗各分作業之計畫次數的差異考驗………………………………...56
表3-12 「國小樣本」中認知管控功能測驗與衝動性格之相關……………59
表3-13 「國中極端組樣本」認知管控功能測驗與衝動性格之相關……..60
表3-14 「國小樣本」中違犯組及正常組在衝動性格上之差異考驗………62
表3-15 「國小樣本」之違犯行為與衝動性格的相關……………………..63
表3-16 「國中極端組樣本」中穩定高違犯組及穩定低違犯組在衝動性格上之差異考驗……………………………………………………...65
表3-17 「國中極端組樣本」之違犯行為與衝動性格之相關…………….67
表3-18 「國中全樣本」中違犯組及正常組在衝動性格上之差異考驗… 69
表3-19 「國中全樣本」之違犯行為與衝動性格之相關………………….70
表3-20 「國中全樣本」中未曾被逮捕組及被逮捕組在衝動性格上之差異考驗………………………………………………………………...72
表3-21 「國中全樣本」之被逮捕紀錄與衝動性格之相關……………….73
表3-22 穩定高違犯組與穩定低違犯組之區別分析……………………….76
圖次
圖1-1 兒童犯行發展為成年累犯的歷程模式…………………………… 08
圖1-2:認知管控功能、衝動性格與違犯行為之關係…………………… 26
附錄目次
附錄一 兒童研究量表(第一版)……………………………………… 93
附錄二 兒童研究量表(第二版)……………………………………… 98
附錄三 國中生研究量表………………………………………………….104
參考文獻
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