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題名:高中職學生情感支持型家庭教養、 情緒智力、人際關係與主觀幸福感相關之研究
作者:陳紅連
作者(外文):CHEN, HONG-LIEN
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:吳和堂
學位類別:博士
出版日期:2018
主題關鍵詞:高中職學生情感支持型家庭教養情緒智力人際關係主觀幸福感general and vocational school studentsemotionally supportive upbringingemotional intelligenceinterpersonal relationshipsubjective well-bing
原始連結:連回原系統網址new window
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摘 要
本研究以雙親家庭之高中職學生為研究對象,探討其情感支持型家庭教養、情緒智力、人際關係與主觀幸福感之關係。採問卷調查法,分析不同背景變項在情感支持型家庭教養、情緒智力、人際關係與主觀幸福感之差異,並使用軟體SmartPLS 分析情緒智力與人際關係的中介效果。本研究工具包含「個人基本資料調查表」、「情感支持型家庭教養之父親與母親量表」、「情緒智力量表」、「人際關係量表」與「主觀幸福感量表」,研究結果發現:1、高中職學生對情感支持型家庭教養、情緒智力、人際關係與主觀幸福感皆達正向中上程度。2、不同性別與學校類型在情感支持型家庭教養、情緒智力與人際關係上有顯著差異。3、不同居住地區在情感支持型家庭教養與、情緒智力上有顯著差異。4、情緒智力與人際關係在情感支持型家庭教養與主觀幸福感之間,皆具部份中介效果。
根據研究結果提出供學校、高中職學生、家長之參考建議:
一、學校方面:1、加強學生情緒教育,提升學生正向情緒智力。2、辦理親職講座,提供家長獲得情感支持型家庭教養相關知能。3、擬訂學生人際輔導策略,增進學生主觀幸福感。4、落實教師情緒輔導機制,促進師生良性互動。
二、高中職學生方面:1、善用學校輔導室,提升自我情緒管理策略。2、積極參與團體活動,增進自我情緒與人際體驗。
三、家長方面:1、採用情感支持型家庭教養,增進親子間的幸福感。2、藉由情感支持型家庭教養,提供子女適性揚才的機會
Correlational Study on Emotionally Supportive Upbringing,
Emotional Intelligence, Interpersonal Relationship and Subjective Well-Bing of
General and Vocational High School Students
Abstract
This research aims to inquire into the correlation of emotionally supportive upbringing, emotional intelligence, interpersonal relationship and subjective well-bing on the target subject of general and vocational school students from parental families. With the methodology of questionnaire survey, the research not only analyzes the variation of emotionally supportive upbringing, emotional intelligence, interpersonal relationship and subjective well-bing under different backgrounds, but also adopts SmartPLS to examine the mediation effect between emotional intelligence and interpersonal relationship. The research instruments include “basic personal information form,” “emotionally-supportive-upbringing inventory for each parent,” “emotional intelligence scale,” “interpersonal inventory” and “subjective well-bing inventory.” The result of this study indicates the followings:
1. General and vocational school students’ feedbacks on emotionally supportive upbringing, emotional intelligence, interpersonal relationship and subjective well-bing all positively reach to upper intermediate level.
2. Different genders and school types give rise to significant consequential differences of emotionally supportive upbringing, emotional intelligence and interpersonal relationship.
3. Different living areas contribute to significant consequential differences of emotionally supportive upbringing, emotional intelligence and interpersonal relationship.
4. Emotional intelligence and interpersonal relationship have partial mediation effect between emotionally supportive upbringing and subjective well-bing
According to the results of this research, some reference suggestions are proposed for schools, general and vocational school students and parents:
I. For schools
1. Enhance emotion education for students to improve students’ positive emotional intelligence.
2. Hold parental symposiums to provide parents with related knowledge about emotionally supportive upbringing.
3. Set up interpersonal consulting strategy to increase the level of students’ subjective well-bing.
4. Effectively implement the emotion consulting system for teachers to boost the positive teacher-student relationship.
II. For general and vocational high school students
1. Make the most use of the counseling division at schools to enhance students’ strategic self-emotion management.
2. Actively participate in group activities and improve self-emotion and interpersonal experiences.
III. For Parents
1. Adopt emotionally supportive upbringing to elevate parent-offspring happiness.
2. Provide diverse opportunities based on children’s aptitude by emotionally supportive upbringing.
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