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研究生:周佑玲
研究生(外文):Chou,Yu-Ling
論文名稱:國小學童自我對話與自我概念之相關研究
論文名稱(外文):The Relation Study of Elementary School Students'''' Self-Talk and Self-Concept
指導教授:陳麗娟陳麗娟引用關係
學位類別:碩士
校院名稱:臺南師範學院
系所名稱:教師在職進修輔導教學碩士學位班
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
中文關鍵詞:自我對話自我概念社經地位
外文關鍵詞:Self-TalkSelf-ConceptSocio-conomic Status
相關次數:
  • 被引用被引用:219
  • 點閱點閱:2107
  • 評分評分:
  • 下載下載:359
  • 收藏至我的研究室書目清單書目收藏:18
本研究的主要目的如下:
一、探討國小學童自我對話與自我概念之相關研究。
二、探討個人背景變項(性別、年級、父親社經地位、母親社經地位)對國小學童自我對話和自我概念各層面之影響。
三、探討年級、父母親社經地位、自我對話,對自我概念的預測能力。
四、綜合研究結果,歸納出具體的建議和相關影響,以期有助於國小學童自我概念的
發展和正向自我對話的建立。
為達到以上之研究目的,本研究採問卷調查法,隨機抽取台南縣、台南市、高雄市9所公立國小4、5、6年級,27個班級,共784名男女學童為受試對象。採用「個人基本資料調查表」、「自我對話量表」、「自我概念量表」作為研究的工具。並將回收有效問卷708個樣本,以SPSS統計套裝軟體處理,將所得資料以皮爾遜積差相關、二因子變異數分析、多元逐步迴歸分析等統計方法進行分析。結果如下:
一、國小學童自我對話與自我概念之相關情形
1.國小男性學童自我對話與自我概念各層面具有顯著相關。
2.國小女性學童自我對話與自我概念各層面具有顯著相關。
3.國小全體學童自我對話與自我概念各層面具有顯著相關。
二、國小學生不同性別、年級在自我對話上的差異情形
1.不同性別、年級的國小學童在自我對話上沒有顯著交互作用。
2.不同性別的國小學童在自我對話上有顯著差異;女性學童顯著優於男性學童。
3.不同年級的國小學童在自我對話上並無顯著差異。
三、國小學生不同性別、年級在自我概念各層面上的差異情形
1.國小學童不同性別、不同年級在自我概念各層面上無顯著交互作用。
2.女性學童在「自我滿意」層面上顯著優於男性學童。
3.不同年級在自我概念各層面的優劣不一:在「能力」分量表上四年級顯著優於五、六年級;而在「自我意象」分量表上,則五年級顯著優於四、六年級。
四、國小學生不同家庭社經地位在自我對話上的差異情形
1.國小學童不同父親社經地位、不同母親社經地位在自我對話上無顯著交互作用。
2.不同父親社經地位在自我對話上無顯著差異。
3.不同母親社經地位在自我對話上有顯著差異:母親高社經地位顯著優於母親低社經地位。
五、國小學生不同家庭社經地位在自我概念各層面上的差異情形
1.國小學童不同父親社經地位、不同母親社經地位在自我概念各層面(除自我滿意、能力、整體自我概念外)上無顯著交互作用。
2.不同父親社經地位在自我概念各層面上無顯著差異。
3.不同母親社經地位在「親和力」、「自我意象」、「整體自我概念層面」上有顯著差異:母親社經地位較高者顯著優於較低者。
六、國小學童自我對話、年級、父親社經地位、母親社經地位對自我概念預測之情形
1.國小學童之自我對話和母親社經地位對國小不論男性、女性或全體學童皆具預測力。
2.父親社經地位僅對女性學童具預測力。
根據研究結果與討論,研究者提出若干建議,以供學校教育、家庭教育以及未來研究之參考。
The purposes of this study were
1.to investigate the relationship between self-talk and self-concept of the elementary school students.
2.to investigate the effect that personal background (such as gender、grade and socio-economic status) will play on all sides of the elementary school students’ self-talk and self-concepts.
3.to investigate the prediction about the self-concept of grade, parents’ socio-economic status and self-talk.
4.Synthesizing the study results and summing up specific advice and relevant effect, to contribute to the development of the elementary school students’ self-concepts and the establishment of their active self-talk.
To achieve the above purposes, the questionnaire was methodologically adapted, taking 784 students from 27 classes that are grade 4, grade 5, grade 6 of 9 elementary schools in Tainan County, Tainan City and Kaohsiung City as the object of the study at random. The instruments used in this study were“Personal Questionnaire” , “Self Talk Scale” , “Self-Concept Inventory”. The research data was analyzed in SPSS for window process, and the methods of data analysis were Pearson’s product-moment correlation, two-way ANOVA , and Stepwise Regression .
The main findings of this study were as followed:
I. The correlation of the elementary school students’ self-talk and self-concept:
1.The correlation of self-talk and self-concept for male students achieved the standard significantly.
2.The correlation of self-talk and self-concept for female students achieved the standard significantly.
3.The correlation of self-talk and self-concept for all students achieved the standard significantly.
II. The difference in the self- talk of the elementary school students with different gender and grades
1.There is no significant interaction on self-talk of the elementary school students with different gender and different grades.
2.There is significant difference in self-talk of the elementary school students with different gender and different grades; those of schoolgirls are significantly better than those of schoolboys.
3.There is no significant in self-talk of the elementary school students from different grades.
III. The difference in every side of self-concepts of the elementary school students with different gender and different grades
1.The elementary school students’ different gender and different grades have no significant interaction on every side of self-concepts.
2.In the aspect of “self-satisfaction”, those of schoolgirls are significantly better than those of schoolboys.
3.There are difference in every side of self-concepts of the elementary school students from different grades: On “ability” weight list, those of students from grade 4 are significantly better than those of students from grade 5 and grade 6; While on “self-image” weight list, those of students from grade 5 are significantly better than those of students from grade 4 and grade 6.
IV. The difference in self-talk of the elementary school students whose families have different socio-economic statuses
1.The elementary school students’ fathers’ different socio-economic statuses and their mothers’ different socio-economic statuses play no significant interaction on self-talk.
2.There is no significant difference in self-talk of the elementary school students whose fathers have different socio-economic statuses.
3.There is significant difference in self-talk of the elementary school students whose mothers have different socio-economic statuses: those of students whose mothers have higher socio-economic statuses are significantly better than those of students whose mothers have lower socio-economic statuses.
V. The difference in every side of self-concepts of the elementary school students whose families have different socio-economic statuses
1.The elementary school students’ fathers’ different socio-economic statuses and their mothers’ different socio-economic statuses play no significant interaction on every side of self-concept (except self-satisfaction, ability and whole self-concept).
2.There is no significant difference in every side of self-concepts of the elementary school students whose fathers have different socio-economic statuses.
3.There is significant difference in “appetency”, “ self-image” and “ whole self-concept” of the elementary school students whose mothers have different socio-economic statuses: those of students whose mothers have higher socio-economic statuses are significantly better than those of students whose mothers have lower socio-economic statuses.
VI. The forecasting conditions of the elementary school students’ self-talk, grades, fathers’ socio-economic statuses and mothers’ s socio-economic statuses for the self-concepts
1.The elementary school students’ self-talk and mothers’ socio-economic statuses have forecasting ability for either male or female or all school students.
2.Fathers’ socio-economic statuses have forecasting ability only for schoolgirls.
According to the results and discusses of the study, the researchers have presented much advice for school education, family education and future education’s reference.
第一章 緒論 頁次
第一節 研究動機-----------------------------------------1
第二節 研究目的-----------------------------------------4
第三節 待答問題-----------------------------------------5
第四節 名詞釋義-----------------------------------------5
第五節 研究範圍與限制-----------------------------------7
第二章 文獻探討
第一節 自我概念的理論及相關研究------------------------10
第二節 自我對話的理論及相關研究------------------------36
第三節 自我對話與自我概念之相關研究--------------------45
第三章 研究設計與實施
第一節 研究架構----------------------------------------50
第二節 研究假設----------------------------------------51
第三節 研究對象----------------------------------------53
第四節 研究工具----------------------------------------55
第五節 實施步驟----------------------------------------60
第六節 資料處理----------------------------------------62
第四章 研究結果與討論
第一節 國小學童自我對話與自我概念相關之分析------------64
第二節 國小學童不同性別、年級對自我對話
與自我概念上的差異------------------------------68
第三節 國小學童不同父母社經地位對自我對話
與自我概念的差異--------------------------------86
第四節 國小學童自我對話、年級、父親社經地位、
母親社經地位對自我概念預測之情形---------------113
第五章 結論與建議
第一節 主要發現---------------------------------------121
第二節 結論-------------------------------------------126
第三節 建議-------------------------------------------131
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