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題名:國小學生對教師正向管教、被霸凌知覺、同儕關係 與情緒智力之關係研究
作者:韋龍方
作者(外文):Wei, Lung-Fan
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:張菽萱
學位類別:博士
出版日期:2017
主題關鍵詞:正向管教情緒智力同儕關係被霸凌知覺Positive DisciplineEmotional IntelligencePeer RelationshipBullying Perception
原始連結:連回原系統網址new window
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本研究基於社會學習理論,旨在探討國小學生知覺教師正向管教與被霸凌知覺之關係,分析學童同儕關係之中介角色,同時檢視情緒智力之調節式中介效果。研究對象為國小學童,採分層隨機抽樣抽取1,260份,有效樣本為1,110份,有效問卷回收率為88%。研究工具為自陳式量表作為研究的依據。收集資料採SPSS進行描述性統計、相關分析與利用PROCESS軟體進行中介與調節效果分析,檢測本研究之假設。研究結果發現:一、同儕關係在教師正向管教對學童被霸凌知覺上有部分中介的效果。二、學童情緒智力的差異會在同儕關係對被霸凌知覺上有調節的效果且達顯著。最後,本研究將依研究的結果對教師班級經營、學童情緒智力發展、霸凌防冶與未來研究提出建議。
Abstract
Based the social learning theory, this study aims to explore the mediating effect of peer relationship on the relationship between teachers’ positive discipline and bullying perception and examine the moderated mediation effect of emotional intelligence on the relationship between peer relationship and bullying perception. The subject of the study was the primary school students in Taiwan. Using the self-report in struments to measure the primary school students’ perception on teachers’ positive discipline, bullying perception, peer relationship and emotional intelligence. To use SPSS for descriptive statistics, and correlation analysis as well as by Process software for intermediary analysis and hypothesis tests. The results of the study were listed as follows. First, peer relationship has a partial mediating effect on the relationship between teachers’ positive discipline and bullying perception. Second, students' emotional intelligence have a significant moderated mediation effect on the relationship between peer relationship and bullying perception.
Finally, this study provides the suggestions for future research on the teachers class management, development of students' emotional intelligence, teachers' discipline, and bullying prevention strategy.
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