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研究生:吳莉英
研究生(外文):Lih-Ing Wu
論文名稱:同儕互動與幼兒寂寞關係之探究
論文名稱(外文):Research the relationship between Peer interaction and child loneliness
指導教授:陳淑敏陳淑敏引用關係
指導教授(外文):Shu-min Chen
學位類別:碩士
校院名稱:國立屏東教育大學
系所名稱:幼兒教育學系
學門:教育學門
學類:學前教育學類
論文種類:學術論文
畢業學年度:97
語文別:中文
論文頁數:79
中文關鍵詞:同儕互動寂寞
外文關鍵詞:Peer interactionloneliness
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本研究目的在探討同儕互動與幼兒寂寞之關係,以高雄縣某一國小附設幼稚園25名學前幼兒為研究對象,以自然觀察法進行12週實地觀察,將觀察紀錄歸納整理後,再進行個別晤談,然後以T檢定和Pearson(皮爾遜)積差相關等統計方法,進行結果的分析與討論。
分析歸納研究結果後,本研究獲得下列結論:
一、 寂寞概念方面
(一) 學前幼兒的寂寞概念會隨著年齡而有差異,且5歲幼兒比4歲幼兒較能了解寂寞的概念。
(二) 大部份的學前幼兒較能區辨「無聊」情境和「傷心」情境,較難了解「寂寞」情境。
(三) 學前幼兒的寂寞概念不會因男女性別的不同而有所差異。
二、 寂寞感受程度方面
(一) 學前幼兒的寂寞感受不因男女性別的不同而有所差異。
(二) 學前幼兒的寂寞感受不因年齡的不同而有所差異。
三、 同儕互動行為方面
(一) 學前幼兒在學習區時間的正負向行為不會因性別、年齡的不同而有所差異。
(二) 學前幼兒在學習區時間的互動行為,以正向行為出現的次數較多,負向行為較少,而且在各類型中又以合作行為出現的次數較多,其次是溫和的態度,次數最少的行為是亂發脾氣,其次是訴諸權威。
(三) 學前幼兒在學習區時間的互動行為之間的關係:當正向行為越多時,攻擊行為、不合作行為和亂發脾氣的行為會越少;當負向行為越多時,合作行為會越少;當合作行為越多時,攻擊行為會越少;當溫和的態度越多時,不合作行為就會越少。
四、 互動行為與寂寞的關係方面
(一) 寂寞概念和幼兒的正、負向互動行為之間沒有顯著相關。
(二) 寂寞感受程度和幼兒的正、負向互動行為之間沒有顯著關係。
(三) 從互動行為的類型中發現,學前幼兒的寂寞感受程度越高時,其幫助行為可能會越多。也就是說寂寞的幼兒會希望透過「幫助行為」來增加同儕互動的機會,但卻不見得有很大的助益。
(四) 寂寞感受程度若是因為社會網絡造成的寂寞,亦即社會性寂寞的程度越高者,其合作行為就會越少,或可說當合作行為越少時,可能造成社會性寂寞的程度會越高。
The purpose of this research is to discuss the relationship between peer interaction and children loneliness. Twenty-five (25) preschool children are studied at a kindergarten in Kaohsiung County, and a continuous examination is processed for 12 weeks through employing the naturalistic observation method; moreover, the author induces and summarizes those records been observed, and then to have children with individual interviews; next, by using the statistic methods ‘T Test’ and ‘Pearson product-moment correlation’ to analyze and discuss the highlighted.

After the research result is analyzed, the conclusion can be seen as follows.

一、 The concept of loneliness

1. The loneliness concept of preschool children is various by ages different, and 5-year-old children learn better the mentioned than 4-year-old ones do.
2. Most preschool children can distinguish between boredom and sadness more easily than realizing so-called “loneliness”.
3. When it comes to the concept of loneliness of preschool children, both genders show no differences.

二、The aspect of feeling level of loneliness

1. The feeling level of loneliness of preschool children does not have any differences when different genders are discussed.
2. The feeling level of loneliness of preschool children will not have any differences while different ages are mentioned.

三、The peer interaction

1. Preschool children in different genders and ages perform equally when their positive or negative behavior is revealed in the learning period.
2. For the interaction of preschool children in learning period, positive behavior among children can be seen more often than negative behavior being presented; what’s more, cooperative behavior can be observed more frequently than gentle behavior being done; whereas, taking authority happens for fewer times and losing temper is considered the least.
3. The relationship between interactions in learning period of preschool children: there are several outcomes. (1) The more positive behavior children have, the less attacking/uncooperative behavior and bad temper they present. (2) The more negative behavior kids perform, the less cooperative behavior they show to others. (3) The more cooperative behavior the preschoolers are on, the less attaching behavior they express. (4) The more gentle behavior young children own, the less uncooperative behavior they show to others.

4. The relationship between interactions and loneliness

1. There is no obvious relationship between loneliness conception and positive/negative behavior of children.
2. There is no obvious association between loneliness feeling level and positive/negative behavior of children.
3. From the types of interactions, the research found that the higher loneliness feeling level preschool children have, the more times of helping behavior they perform, which means lonely children hope to gain more opportunities for peer interaction through “helping behavior”; however, the highlighted does not help them much.
4. If the loneliness is caused by social network, preschool children with higher degree of social loneliness present less cooperative behavior; in other words, when cooperative behavior is shown less and less, the degree of social loneliness becomes higher and higher.
第一章 緒論
第一節 研究背景與動機 1
第二節 研究問題 3
第三節 研究假設 3
第四節 名詞釋義 4
第五節 研究限制 5

第二章 文獻探討
第一節 寂寞之定義 7
第二節 寂寞的理論、類型與因素 8
第三節 同儕互動 20
第四節 同儕互動與寂寞之相關實證研究 30

第三章 研究設計與實施
第一節 研究架構 33
第二節 研究對象 34
第三節 研究方法 35
第四節 資料處理 40

第四章 研究結果與討論
第一節 寂寞在性別、年齡上的差異情形 42
第二節 互動行為在性別、年齡上的差異情形 47
第三節 同儕互動行為與寂寞的關係 49
第四節 綜合討論 50

第五章 結論與建議
第一節 結論 57
第二節 建議 58

參考文獻
中文部份 61
西文部份 63

附錄
附錄3-1 寂寞概念量表情境卡內容 66
附錄3-2 寂寞感受量表題目 68
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