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研究生:陳玫靜
研究生(外文):Chen Mei-Ching
論文名稱:國小學童生氣刺激、激起狀態及因應方式之研究
論文名稱(外文):The Study of Stimuli, Arousal State, and Coping of Anger in Elementary School Children
指導教授:鍾才元鍾才元引用關係
學位類別:碩士
校院名稱:臺北市立教育大學
系所名稱:心理與諮商學系碩士班
學門:社會及行為科學學門
學類:心理學類
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:141
中文關鍵詞:生氣刺激激起狀態因應方式年級差異性別差異
外文關鍵詞:Anger StimuliAnger ArousalAnger CopingGrade DifferencesSex differences
相關次數:
  • 被引用被引用:17
  • 點閱點閱:412
  • 評分評分:
  • 下載下載:116
  • 收藏至我的研究室書目清單書目收藏:0
本研究旨在探討國小低、中、高年級學童及男、女學童在生氣歷程各向度的表現差異。生氣歷程係指生氣刺激、激起狀態及因應方式三部分。生氣刺激分成「事件」和「對象」;激起狀態包括「頻率」、「強度」和「持續度」;因應方式則指因應生氣的「行為方式」及「行為意圖」。以台北市某國小二、四、六年級各二班的學生為受試對象,進行「日誌法」的研究,學生於每天的第四節課書寫上午的生氣事件,為期5天。描述的事件包括時間、地點、對象、持續度、強度及因應行為等。
研究結果發現國小學童的生氣事件可分為「違反安全需求」、「違反自主需求」、「違反自尊需求」三大類。年級愈高,「違反安全需求」的比例愈低,而「違反自尊需求」的比例愈高;男生因「違反安全需求」而生氣的比例較女生高,女生因「違反自尊需求」生氣的比例較男生高。在生氣對象上,年級愈高,對「自己」生氣的比例愈高,但男、女學童的生氣對象則無顯著不同。在生氣的頻率上,中、低年級生氣的次數高於高年級,男童生氣的頻率則較女童高;「強度」則是年級愈高,強度愈低,在性別上則無顯著不同;「持續度」均未見「年級」和「性別」差異。國小學童生氣時的行為方式可分為「外顯行動」、「消極因應」、「控制生氣」、「溝通表達」、「尋求支持」五大類。年級愈高,使用「溝通表達」的比例愈高,使用「外顯行動」的比例則減少;男生較女生常採用「外顯行動」來因應生氣。至於行為意圖則可分為「重個人利益」「重社會人際」「重內在感受」和「重工作性目標」四種。「重個人利益」的比例隨著年級愈高,降低,但「工作性目標」的比例隨之提高,而男生「重個人利益」的比例高於女生,女生「重社會人際」的比例高於男生。
最後根據研究結果提出對輔導與教育以及未來研究之建議,以提供相關單位之參考。
This study examined whether elementary school students react differently, as a function of grade and sex, in the stimuli, arousal state, and coping behavior and intention during the course of anger emotion. Subjects were 2nd, 4th, and 6th-grade students (N=191 ) drawn from Ren-Ai Elementary School in Taipei City. The students responded to a semi-structured diary at noon for 5 consecutively school days, in which they described an incident involving angry emotion in detail, including the time, place, antagonist, duration, intensity, and responding behavior. The students (classroom teacher) also rated each of their classmates (her students) on 10 items regarding social interaction among classmates.
It was found that anger incidents of elementary students were caused by antecedents of three types: violation of security need, violation of autonomy need, and violation of self-esteem need. The students of higher grades got angry more often for violation of security need; female students were more likely to be angry because of violation of self-esteem need, while male students were more likely to get mad for violation of security need. Secondly, the opponent that children were angry with differed as a function of grade, but not sex. The students in higher grade level were more likely to get mad at self. Thirdly, the frequency of anger varied as grade and sex: students of the highest grade got into angry emotion less frequently than their younger schoolmates; male students got angry more frequently than the females. Fourth, the intensity of anger differed among students of different grade levels, but not between boys and girls. No difference was found in the duration of anger. Fifth, the behavior used in coping with anger could be divided into five categories: bodily reaction, passive reaction, anger control, communicative expression, and support-seeking. Students of higher grades made use of communicative expression more frequently and were less likely to employ bodily reaction; male students were more likely to utilize bodily reaction than female students. Finally, the students were less likely to respond to anger for the sake of personal interest as their grade increased. Male students were more concerned with personal interest, whereas female students cared more about social factors.
The findings of this study, were discussed, and suggestions were provided for school counseling, classroom management, and for future research.
 目 次-----------------------------------------------------------------------------------------Ⅴ
 表 次-----------------------------------------------------------------------------------------Ⅶ
 圖 次-----------------------------------------------------------------------------------------Ⅸ
第一章 緒論 1
第一節 研究動機 1
第二節 研究問題與研究假設 5
第三節 名詞釋義 6
第二章 文獻探討 8
第一節 生氣的定義 8
第二節 生氣的心理學理論 11
第三節 生氣情緒的正負向功能 14
第四節 生氣的歷程 17
第五節 生氣情緒的發展 25
第六節 生氣情緒與性別的關係 29
第七節 生氣情緒的研究方法與評量工具 32
第三章 研究方法 36
第一節 研究架構 36
第二節 研究對象 37
第三節 研究工具 38
第四節 實施程序 42
第四章 研究結果分析 44
第一節 生氣刺激 44
第二節 生氣激起狀態 54
第三節 生氣因應方式 67
第五章 結論與建議 87
第一節 綜合討論………………………………………………………………...87
第二節 研究結論 102
第三節 研究建議 106
參考文獻 …………………………………………………………………………………………………….111
一、 中文部份 111
二、 外文部分 113
附錄
附錄一 國內外評量生氣情緒的工具摘要表……………………………118
附錄二 國小學童生氣日記預試版………………………………………125
附錄三 國小學童生氣日記正式施測版…………………………………126
附錄四 國小學生生氣情緒教師評定量表………………………………130
附錄五 國小學生生氣情緒同儕評定量表………………………………135
附錄六 生氣事件類別定義及內涵、事例………………………………136
附錄七 因應生氣的行為意圖類別定義、內涵及事例…………………139
一、 中文部份
方紫薇(民82)國中教師氣憤情緒相闗因素分析暨氣憤情緒管理策略成效之研究。國立台灣師範大學教育研究所博士論文。
方紫薇(民86)。與氣憤情緒共舞─氣憤情緒管理策略。學生輔導雙月刊,51期,62-73頁。
王文科、王智弘(民93)。教育研究法。台北市:五南
王保進(民93)。視窗版SPSS與行為科學研究第二版。台北:心理。
王珮玲(民86)。你知道孩子的氣質嗎?Understanding your child’s temperament。台北市:遠流
王淑俐(民74)。台北市國中階段青少年的情緒特徵。國立臺灣師範大學教育研究所碩士論文。
王淑俐(民78)。國中階段青少年的情緒發展與問題及輔導。國立台灣師範大學教育研究所博士論文。
李素卿譯(民91)。感性與理性:了解我們的情緒。臺北:五南
李淑芬(民91)。國小四年級學童生氣情緒激起狀態與概念性角色取替能力發展之相關研究。中原大學心理所。
李瑞玲(民82)。以生物-心理-社會模式探討生氣歷程對血壓心理生理機制之影響。國立臺灣大學心理學研究所博士論文。
李選(民92)。情緒護理。臺北:五南
谷鳳雯(民77)。處理憤怒的技巧。台北:大光出版社
周百營(民90)。國民中小學學生認知扭曲、生氣情緒與攻擊行為關係之研究。國立臺中師範學院國民教育研究所碩士論文。
易之新譯(民93)。心理學家的面相術─解讀情緒的密碼。臺北:心靈工坊
唐璽惠、王財印、何金針、徐仲欣(民95)。情緒管理與壓力調適。臺北:心理
徐大偉(民88)。國小生氣情緒及生氣情緒管理團體方案實施之成效。國立高雄師範大學教育研究所博士論文。
高旻邦(民86)。冠狀動脈行為傾向研究 : 敵意、生氣歷程與冠狀動脈心臟病之關係 : hostility and anger process。中原大學心理系碩士論文。
張慧芝譯(民94)。人類發展-兒童心理學(原作者:Diane E. Papalia, Sally Wendkos Olds & Ruyth Duskin.) 台北:桂冠圖書。(原著出版年:2001)。
許靜怡(民84)。自尊、內外控、控制歷程與生氣表達之關係。國立政治大學心理研究所碩士論文。
郭從吉(民90)。犯罪青少年的非理性信念、內外控人格特質與生氣情緒關係之研究。高師大輔導研究所論文。
陳雪靜(民87)。認知因素對國小兒童生氣情緒影響之研究。國立台北師院碩士論文。
游恆山譯(民91)。情緒心理學─情緒理論的透視。臺北:五南。
馮觀富(民94)。情緒心理學。臺北:心理。
黃世琤譯(民93)。情緒發展─早期情緒經驗結構。臺北:濤石文化。
黃朗文、吳明燁(民89)。現代社會上冊。民95年11月12日,取自http://vschool.scu.edu.tw/sociology/content/bookup.htm
黃惠婷(民92)。「我生氣了!」─生氣情緒主題之圖畫故事書探究。台東師院兒童文學研究所。
黃德祥(民79)。青少年憤怒、敵意與社會能力之相關研究。國立彰師大輔導學報,13期,p.271-303。
黃麗倩(民89)。生氣情緒表現影響因素之研究。中原大學心理研究研究所碩士論文。
葉雅馨(民87)。你是生氣一族嗎?大家健康雜誌,154期,p.8-11。
劉淑瀅(民85)。已婚婦女在家庭事件中的生氣情緒諮商之改變歷程分析研究。彰師大博士論文。
謝筱梅(民83)。事件屬性與事件焦點對情緒反應與因應方式影響之研究。國立臺灣師範大學教育心理與輔導研究所碩士論文。
鍾敏菁(民79)。性別、自尊、武斷、同理心與生氣表達的關係。國立政治大學教育研究所碩士論文。








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