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研究生:張馨文
研究生(外文):Hsin-Wen Chang
論文名稱:台北市國小學童情緒智力與同儕衝突因應策略之相關研究
論文名稱(外文):The relationship between emotional intelligence and peer-conflict management strategies among elementary school students in Taipei city
指導教授:劉錫麒劉錫麒引用關係
學位類別:碩士
校院名稱:國立花蓮教育大學
系所名稱:輔導碩士班
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:2007
畢業學年度:95
語文別:中文
論文頁數:97
中文關鍵詞:情緒智力 同儕衝突因應策略
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本研究旨在了解台北市國小學童情緒智力與同儕衝突因應策略之現況及其相關,研究資料以問卷調查法進行蒐集,以台北市公立國民小學四、六年級學生為研究對象,共回收有效問卷539份,以單因子變異數分析、皮爾森積差相關等統計方式加以分析。本研究之主要結論如下:
一、台北市國小學童之情緒智力表現達中上程度,其中以「認識自己的情緒」最佳,而以「管理自己的情緒」最差。
二、台北市國小學童與同儕相處若產生衝突,最可能採取合作策略,其次是「尋求教師支持」策略、「忍讓」策略,而相較之下較少採取「抗爭」策略。
三、台北市國小學童的整體情緒智力因性別的不同而有差異。女童在「自我情緒智力」層面的表現優於男童;女童在認識、表達自己的情緒上,以及認識他人的情緒、人際關係的處理等能力優於男童;在管理自己的情緒與自我激勵的能力則沒有差異。
四、台北市四年級與六年級國小學童之整體情緒智力並無顯著差異。六年級在認識、回應他人情緒上的表現優於四年級;在情緒智力的另五個分量表-「認識自己的情緒」、「表達自己的情緒」、「管理自己的情緒」、「自我激勵」、「人際關係的處理」上則沒有顯著的差異。
五、男童較女童常採取「抗爭」策略,而女童較男童常採取「合作」策略。女童和男童在「忍讓」、「尋求教師支持」策略則未達到顯著差異。
六、六年級學童較四年級學童常採取「抗爭」策略,而四年級學童較六年級學童常採取「尋求教師支持」策略。六年級和四年級的學童在「合作」、「忍讓」策略的使用則沒有差異。
七、情緒智力較低的學童,愈有可能採取抗爭策略;情緒智力愈高的學童,愈有可能採取「合作」策略和「忍讓」策略
八、台北市國小學童之情緒智力與「合作」策略、「忍讓」策略有顯著的正相關,其情緒智力與「抗爭」策略有顯著的負相關,與「尋求教師支持」策略則無顯著相關。
最後,研究者根據研究結果提出建議,以供教育輔導及未來研究參考。
The main purpose of this study was to understand the current situation of emotional intelligence and peer-conflict management strategies of elementary school students in Taipei city. The study material was collected via questionnaire survey method. The 539 valid samples were from fourth and sixth grade public elementary school students in Taipei city. The statistical techniques adopted included one-way ANOVA and Pearson’s product-moment correlation.
The conclusions of this study were as follows:
1. Emotional intelligence of Taipei city’s elementary school students was above average. They perform best in being aware of one’s emotion, while worst in managing it.
2. When there was conflict, the most common strategy Taipei city’s elementary school students might take was “cooperative strategy”, the second was “ask for teachers’ help strategy”, and then “accommodative strategy”. The “ competitive strategy” was comparably less taken.
3. Emotional intelligence of Taipei city’s elementary school students differed between sexes. Girl students were superior to boy students in “intrapersonal emotional intelligence”. Girl students were better than boys students in knowing and expressing one’s emotion, knowing others’ emotion and handling inter-personal relationship. There was no difference in managing one’s emotion and encouraging oneself.
4. There was no significant difference in overall emotional intelligence between fourth and sixth grade elementary school students in Taipei city. Sixth grade students were better than fourth grade students in knowing and responding to others’ emotion, while not obviously different from them in the other five …: “knowing one’s emotion”, “expressing one’s emotion”, “managing one’s emotion”, “encouraging oneself”, and “handling inter-personal relationship”.
5. Boy students took “competitive strategy” more often, while girl students took “cooperative strategy” more often. There was no significant difference regarding “accommodative strategy” and “ask for teachers’ help strategy”.
6. Sixth grade students took “competitive strategy” more often, while fourth grade students took “ask for teachers’ help strategy” more often. There was no significant difference regarding “cooperative strategy” and “accommodative strategy”.
7. Low emotional intelligence students were more likely to take “competitive strategy”, while high emotional intelligence students were more likely to take “cooperative strategy” and “accommodative strategy”.
8. For elementary school students in Taipei city, their emotional intelligence had significant positive correlation to “cooperative strategy” and “accommodative strategy”, and significant negative correlation to “competitive strategy”, while no significant correlation to “ask for teachers’ help strategy”.
Based on the major findings of this study, suggestions were made for educational authorities and further research.
目錄
第一章 緒論....................................................................................................1
第一節 研究動機與目的...............................................................................................1
第二節 研究問題與假設...............................................................................................4
第三節 名詞釋義............................................................................................................5
第四節 研究範圍與限制...............................................................................................6

第二章 文獻探討...........................................................................................7
第一節 情緒智力的理論與相關研究..........................................................................7
第二節 兒童同儕衝突因應策略之理論與相關研究...............................................19
第三節 情緒智力與同儕衝突因應策略之相關研究...............................................32

第三章 研究方法
第一節 研究架構..........................................................................................................35
第二節 研究對象..........................................................................................................36
第三節 研究工具..........................................................................................................38
第四節 研究程序..........................................................................................................45
第五節 資料處理與統計分析方式............................................................................47
第四章 結果與討論....................................................................................................49
第一節 台北市國小學童情緒智力現況之分析討論...............................................49
第二節 台北市國小學童同儕衝突因應策略之現況分析......................................57
第三節 不同情緒智力表現之國小學童在同儕衝突因應策略之差異分析........62
第四節 台北市國小學童情緒智力與同儕衝突因應策略之相關........................70

第五章 結論與建議.................................................................................................72
第一節 結論..................................................................................................................72
第二節 建議..................................................................................................................74

參考文獻.............................................................................................................................77
中文部分...........................................................................................................................77
西文部分..........................................................................................................................81

附錄
附錄一 調查問卷.........................................................................................................89
附錄二 「國小學童情緒智力量表」原編製者同意函................................................95
附錄三 「你會怎麼做量表」原編者製同意函.............................................................96




















表 次

表3-2-1 台北市各行政區國民小學一覽表.....................................................................37
表3-2-2 問卷發出及回收狀況...........................................................................................38
表3-2-3 有效人數及分配百分比......................................................................................38
表3-3-1 國小學童情緒智力量表-「自我情緒智力」層面之架構與內涵.................39
表3-3-2 國小學童情緒智力量表-「人際情緒智力」層面之架構與內涵.................40
表3-3-3 國小學童情緒智力量表-信度考驗結果...........................................................41
表3-3-4 國小學童情緒智力量表-各分量表間之Pearson相關係數..........................41
表3-3-5 「自我情緒智力」層面之各分量表的驗證因素分析....................................42
表3-3-6 「人際情緒智力」層面之各分量表的驗證因素分析....................................43
表3-3-7 「你會怎麼做量表」的內部一致性信度和重測信度....................................44
表3-3-8 「你會怎麼做量表」各因素間的相關.............................................................45
表3-3-9 「你會怎麼做量表」斜交轉軸因素分析結果....................................................45
表4-1-1 台北市國小學童在情緒智力量表得分之平均數、標準差摘要...................50
表4-1-2 不同性別之國小學童在情緒智力量表得分之統計分析............................ .52
表4-1-3 不同年級之國小學童在情緒智力量表得分之統計分析...... ... ....................54
表4-2-1 台北市國小學童在「你會怎麼做」量表得分之平均數、標準差摘要..........58
表4-2-2 不同性別之國小學童在「你會怎麼做」量表得分之統計分析.....................59
表4-2-3 不同年級之國小學童在「你會怎麼做」量表得分之統計分析.....................60
表4-3-1 不同自我情緒智力之國小學童同儕衝突因應策略之平均數、標準差......64
表4-3-2 不同自我情緒智力之國小學童同儕衝突因應策略之單因子變異數分析.64
表4-3-3 不同人際情緒智力之國小學童同儕衝突因應策略之平均數、標準差........66
表4-3-4 不同人際情緒智力之國小學童同儕衝突因應策略之單因子變異數分析.66
表4-3-5 不同情緒智力之國小學童同儕衝突因應策略之平均數、標準差................68
表4-3-6 不同情緒智力之國小學童同儕衝突因應策略之單因子變異數分析..........68
表4-4-1 國小學童情緒智力與同儕衝突因應策略之積差相關分析摘要..................70

圖 次

圖2-1-1 Salovey & Mayer(1990)的情緒智力概念圖.............................................................10
圖2-1-2 Salovey 與 Mayer1997年新修正之情緒概念圖.....................................................13
圖 2-2-1 Thomas & Kilmann(1974)的衝突因應策略模式.....................................................26
圖3-1-1 研究架構......................................................................................................................35
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1. 蘇建文(1979)。兒童及青少年基本情緒之發展,教育心理學報,12,99-114。
2. 楊瑞珠(1995)。學生同儕衝突與師生衝突之解決策略。輔導通訊,47,5-10。
3. 蘇建文(1981)。兒童及青少年基本情緒之縱貫研究,教育心理學報,14,79-102。
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5. 吳毓瑩 (1997)。情緒智力的構念─想法與方向。教育資料與研究,19,11-19。
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8. 王琳、林美珍、陳皎眉(2002)。母親教導衝突解決策略之內容與孩子知覺的關係。教育與心理研究,25,221-250。
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