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研究生:張政強
研究生(外文):Chang, Cheng-Chiang
論文名稱:情緒教育團體輔導對國小情緒困擾學童情緒調節效果之影響
論文名稱(外文):Effect of Emotional Education Group Guidance on the Effect of Emotional Regulation in Elementary School Children with Emotional Distress
指導教授:董旭英董旭英引用關係饒夢霞饒夢霞引用關係
指導教授(外文):Tung, Yuk-YingRau, Meng-Shya
口試委員:吳中勤郭旭展董旭英饒夢霞
口試日期:2023-12-28
學位類別:碩士
校院名稱:國立成功大學
系所名稱:教育研究所
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:2023
畢業學年度:112
語文別:中文
論文頁數:176
中文關鍵詞:情緒教育團體輔導情緒調節情緒困擾國小學童
外文關鍵詞:emotional educationgroup guidanceemotional regulationemotional distresselementary school children
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本研究旨在探討情緒教育團體輔導方案對國小情緒困擾學童的情緒調節效果,以及對情緒困擾之影響。
本研究方法採等組前後測設計,研究對象為經班導師轉介至輔導室,長時間且高頻率地出現中、高強度的負向情緒困擾,且影響自身情緒、人際、學習適應的國小四、五年級學童,共六名學童,接受每週二次,每次四十分鐘,共十次的實驗處理。本研究以蘇筱蓉(2016)編制之「情緒調節量表」為研究工具,所得研究資料以成對樣本t檢定進行統計分析,以探討實驗處理的效果。另外,研究者歸納「團體歷程錄影」、「團體歷程與省思記錄表」、「團體總回饋單」、「班導師回饋單」等資料作為質性資料的分析,作為本研究結果的佐證與輔助。
本研究的主要發現如下:
一、情緒教育團體輔導方案能提升國小情緒困擾學童之情緒調節,在「情緒調節量表」總分和「情緒覺察」、「情緒表達」、「調節策略」、「情緒反省」、「情緒效能」分量表得分上皆具有顯著差異。
二、經由質性資料之整理與歸納後得知,情緒教育團體輔導對國小情緒困擾學童的情緒困擾之出現「頻率」、情緒困擾之情緒「強度」,情緒困擾之「持續時間性」,以及「人際關係」皆具有正向助益。
三、經由質性資料之整理得知,研究成員對情緒教育團體輔導方案具有正向的態度與回饋。
最後,進行討論與提出建議,提供學校輔導工作與未來研究作為參考。
The aim of this study is to explore the impact of an emotional education group guidance program on emotional regulation and emotional distress in emotionally distressed elementary school children. The research purposes are as follows: (1) Design a group program to enhance emotional regulation in emotionally distressed elementary school children. (2) Explore the effects of emotional education group counseling on emotional regulation in emotionally distressed elementary school children. (3) Discuss the group process, reflect on the researcher's experiences, and identify areas for improvement after implementing the emotional education group counseling program.
The research methodology employs the "Emotion Regulation Scale" as the research tool, and the collected data undergo statistical analysis using paired-sample t-tests to examine the effectiveness of the experimental intervention. Additionally, qualitative data analysis is conducted on materials such as "Group Process Videotapes," "Group Process and Reflection Record Sheets," "Group Overall Feedback Forms," and "Homeroom Teacher Feedback Forms" to provide support and supplementary insights for the research findings.
The main findings of this study are as follows: (1) Emotional education group counseling enhances emotional regulation in emotionally distressed elementary school children. (2) Participants in the study experience a reduction in the "frequency," "duration," and "intensity" of emotional distress after engaging in emotional education group guidance. (3) Participation in emotional education group guidance promotes positive interpersonal interactions within the classroom.
摘要 II
Abstract III
誌謝 VI
目錄 VII
表目錄 IX
圖目錄 X
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的與研究假設 4
第三節 名詞釋義 5
第二章 文獻探討 7
第一節 兒童情緒困擾 7
第二節 兒童情緒困擾與情緒調節 21
第三節 兒童情緒團體輔導與情緒調節 29
第三章 研究方法 36
第一節 研究架構與流程 36
第二節 研究參與人員 39
第三節 研究工具 43
第四節 情緒教育團體輔導方案 45
第五節 資料蒐集與分析 51
第六節 研究限制 54
第四章 研究結果與討論 56
第一節 情緒教育團體輔導對國小情緒困擾學童之情緒調節成效影響 56
第二節 國小情緒困擾學童之情緒困擾改變情形 93
第三節 情緒教育團體輔導方案實施之歷程與回饋資料 97
第四節 實驗結果之綜合討論 110
第五章 結論與建議 116
第一節 結論 116
第二節 建議 118
參考文獻 122
一、中文部分 122
二、西文部分 125
附錄 135
附錄一 團體歷程紀錄表 135
附錄二 班級導師回饋表 136
附錄三 情緒調節量表 137
附錄四 團體活動總回饋單 139
附錄五 情緒教育團體輔導方案同意書 141
附錄六 情緒教育團體輔導方案 142
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