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研究生:莊美麗
研究生(外文):Mei-Li, Chuang
論文名稱:大班幼兒不同攻擊類型與情緒能力、社會認知能力之相關研究
論文名稱(外文):Exploring the characteristics of aggressive preschoolers: Social-cognitive and emotional aspects
指導教授:程景琳程景琳引用關係
指導教授(外文):Ching-Ling, Cheng
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:教育心理與輔導學系
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:2011
畢業學年度:99
語文別:中文
論文頁數:139
中文關鍵詞:大班幼兒肢體攻擊關係攻擊情緒能力社會認知
外文關鍵詞:preschoolerphysical aggressionrelational aggressionemotional competencesocial cognition
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  本研究旨在探討大班幼兒不同攻擊類型(肢體攻擊、關係攻擊)與情緒能力(情緒理解、情緒展現規則)及社會認知能力(心智理論)之相關情形,並檢視不同攻擊組別(非攻擊者、肢體攻擊者、關係攻擊者、兼具肢體與關係攻擊者)在情緒理解、情緒展現規則及心智理論作業的表現上是否有顯著差異。此外,亦將檢視大班幼兒攻擊行為(關係攻擊、肢體攻擊)與情緒能力、社會認知能力之發展現況及性別差異情形,供幼兒教育工作者作為教學或輔導之參考。
  研究對象為台北縣、市私立幼稚園與托兒所之82位大班幼兒(男44人,女38人,平均年齡5.9歲),使用「幼兒社會行為-同儕提名問卷」、「幼兒社會行為問卷-教師版」、「基本情緒圖」、「情緒情境知識作業」、「情緒展現規則作業」、Strange Stories及《魏氏幼兒智力量表修訂版》等研究工具,分別測量幼兒攻擊行為、基本情緒辨識、情緒情境知識、情緒展現規則、社會認知能力及語言能力。
  主要研究結果整理如下:
1.男生幼兒肢體攻擊行為顯著高於女生,而在關係攻擊、基本情緒辨識、情緒情境知識、情緒展現規則、社會認知能力上則未有顯著性別差異情形。
2.大班幼兒肢體攻擊與關係攻擊有顯著高相關,且同儕提名與教師評定幼兒攻擊行為間亦有顯著相關。
3.大班幼兒在生氣與害怕表情的辨識上正確率較低,且對於引發生氣與害怕情緒的情境較易產生混淆。
4.大班幼兒對「負向故事」的情緒展現規則理解較「正向故事」佳,且要隱藏內心真實情緒時,較多幼兒選擇中性表情掩飾之。而在隱藏情緒動機之推論上,無論性別及攻擊類型組別為何,皆以作「自我保護」推論的比例較高。
5.大班幼兒肢體攻擊與情緒理解、情緒展現規則及心智理論能力之間在控制了關係攻擊(及語言能力)後,沒有顯著相關;而關係攻擊與情緒理解、情緒展現規則及心智理論能力之間在控制了肢體攻擊(及語言能力)後,同樣沒有顯著相關。
6.大班幼兒非攻擊者、肢體攻擊者、關係攻擊者、兼具肢體與關係攻擊者在情緒理解、情緒展現規則及心智理論作業的表現上皆無顯著差異。

  The purpose of this study was to examine the relationships among two types of aggression (physical, relational), emotional competence and social-cognitive ability in preschoolers. Participants of this study were 82 preschoolers (44 boys and 38 girls, mean age = 5.9 years old) in senior classes of three kindergartens in Taipei. Children’s aggression was assessed by peer nominations and teacher ratings. The tasks for assessing emotional competence were “Basic Emotional Recognition”, “Emotion Situation Knowledge” and “Emotional Display Rules”, and social-cognitive ability was measured by Strange Stories in this study.
  The main findings were as follows:
1. Boys were more physically aggressive than girls. There were no significant gender differences in relational aggression, basic emotional recognition, emotion situation knowledge, emotional display rules, and social-cognitive abilities.
2. For Based on the data from both informants, physical aggression was highly associated with relational aggression in preschoolers. There were significant correlations between the scores from peer nomination and teacher ratings in preschoolers’ aggression.
3. Preschoolers had more difficulty in recognizing expressions of anger and fear. Young children appeared to feel confused about the situations evoking anger and sadness.
4. Negative stories were understood more easily than positive stories. Furthermore, neutralization was chosen most frequently as the display strategy in the discrepant stories. Preschoolers, no matter what gender or group of aggressors, provided more self-protective reasons in their motivations of hiding emotions.
5. Controlling for language abilities and relational aggressions, physical aggression was not significantly associated with emotional understanding, emotional display rules knowledge, and social-cognitive abilities. Controlling for language abilities and physical aggressions, relational aggression was not significantly associated with emotional understanding, emotional display rules knowledge, and social-cognitive abilities when.
6. There were no significant differences among different groups of aggressors in emotional understanding, emotional display rules knowledge, and social-cognitive abilities.

誌謝詞  i
中文摘要  ii
英文摘要  iv
目次  vi
表次  viii
圖次  ix
第一章 緒論  1
第一節 研究動機與目的  1
第二節 研究問題  4
第三節 名詞釋義  5
第二章 文獻探討  9
第一節 幼兒攻擊行為  9
第二節 幼兒情緒能力  17
第三節 幼兒社會認知能力  26
第四節 幼兒情緒能力、社會認知能力與攻擊行為之關聯  31
第三章 研究方法  37
第一節 研究架構  37
第二節 研究對象  38
第三節 研究工具  39
第四節 資料處理  52
第四章 研究結果  53
第一節 大班幼兒攻擊行為之概況  53
第二節 大班幼兒情緒能力之概況  59
第三節 大班幼兒社會認知能力之概況  68
第四節 不同攻擊類型與幼兒情緒能力及社會認知能力之關聯  70
第五章 討論  75
第一節  大班幼兒攻擊行為概況之討論  75
第二節 大班幼兒情緒能力概況之討論  79
第三節 大班幼兒社會認知能力概況之討論  86
第四節 不同攻擊類型與幼兒情緒能力及社會認知能力關聯之討論  87
第六章 結論與建議  93
第一節 結論  93
第二節 研究限制與貢獻  95
第三節 未來研究建議  97
參考文獻  99
中文部分  99
西文部分  101
附錄  122
附錄一 家長同意函  125
附錄二 Preschool Social Behavior Scale 修訂同意書  126
附錄三 幼兒社會行為問卷—教師版  127
附錄四 幼兒社會行為-同儕提名問卷  128
附錄五 「情緒情境知識量表」使用同意書  129
附錄六 情緒情境知識作業  130
附錄七 「情緒展現規則作業故事」修訂同意書  131
附錄八 情緒展現規則知識作業  132
附錄九 Strange Stories 翻譯同意書  136
附錄十 心智理論作業(Strange Stories)  137
一、中文部分
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保心怡(2003):幼兒對於心智理解相關作業的理解情形及運用故事活動介入的效果研究。國立臺灣師範大學人類發展與家庭學系博士論文。
徐子晴(2009):學前幼兒的語言能力與心智理論表現之相關研究。國立臺灣師範大學人類發展與家庭學系碩士論文。
張曉菁(2008):幼兒心智理論與攻擊行為的關係。臺北市立教育大學兒童發展碩士學位學程論文。
陳佑甄(2006):兒童隱藏情緒理解之研究。國立臺北教育大學幼兒教育學系碩士論文。
陳怡芳(2008):幼兒心智理論與心智語言之研究。國立新竹教育大學幼兒教育學系碩士論文。
陳忠傑(2000):混齡編班中受歡迎與被拒絕組幼兒社會行為及同儕互動之研究。靜宜大學青少年兒童福利學系碩士論文。
陳湘筑(2002):幼兒攻擊行為之初探-以一個幼稚園中班為例。國立臺灣師範大學家政教育研究所碩士論文。
陳榮華、陳心怡(2000):魏氏幼兒智力量表修訂版(WPPSI-R)。台北:中國行為科學社。
游淑雲(2006):這個班級怎麼這麼多衝突—幼兒園同儕衝突情境的幼兒次文化。國立新竹教育大學幼兒教育學系碩士論文。
廖凱嫆(2009):幼兒心智理論與社會計量地位之關係研究。國立新竹教育大學幼兒教育學系碩士論文。
劉秀娟(2005):兒童情緒表達規則之理解、家庭情緒氣氛與人際關係之相關研究。臺北市立師範學院兒童發展研究所碩士論文。
劉佳閔(2005):幼兒的依附、語文智能及人際智能與心智理論能力之關係。國立政治大學教育學系教育心理與輔導組碩士論文。
鄭明芳(2005):幼兒關係型攻擊行為之研究。國立花蓮師範學院幼兒教育學系碩士論文。
謝育伶(2008):母親教養行為、幼兒自我調節和幼兒社會能力之相關研究。輔仁大學兒童與家庭學系碩士論文。
謝惠君(2005):幼兒心智理論與衝突情境下協商行為之相關研究。國立新竹教育大學幼兒教育學系碩士論文。

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