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題名：資優兒童的學校環境因素與情緒智力之相關研究
書刊名：臺中教育大學學報. 教育類
作者：蔡玉瑟／張妤婷 引用關係／謝孟岑
作者(外文)：Tsay, Yuh-she／Chang, Yu-ting／Shieh, Meng-chen
出版日期：2006
卷期：20:2
頁次：頁1-29
主題關鍵詞：教師教學行為；同儕關係；情緒智力；Emotional intelligence；Teaching behaviors；Peer relationship
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:153
  • 點閱點閱:78
本研究旨在探討國小資優生學校環境因素與情緒智力之關係。研究對象取自中部地區七所國民小學五年級資優班學生共一百四十六人。研究過程中，採用「情緒反應量表」、「學生對教師教學行為知覺量表」、「同儕關係問卷」等工具，研究結果發現：（一）性別差異方面，在同儕關係上，有顯著差異，女生的得分優於男生；在知覺教師教學行為上，女生較男生多知覺到教師教學行為屬間接行為的類型；男生較女生多知覺到教師教學行為屬直接行為的類型。（二）情緒智力方面，知覺教師教學行為為間接類型的學生，得分高於知覺教師教學行為為直接類型的學生；同儕關係問卷得分高者，高於同儕關係問卷得分低者。（三）相關方面，國小資優生的情緒智力與知覺教師間接教學行為、同儕正向關係有顯著正相關；與知覺教師直接教學行為有顯著負相關；在性別差異比較上，女生與知覺教師教學行為上的「問問題」的相關最高，男生最低。（四）逐步多元迴歸分析發現，對情緒智力最重要的預測變項：1.全體資優生與資優男生各層面皆為「同儕正向關係」；2.資優女生在「人我」、「知己」層面為「同儕正向關係」、在「自我」層面為「知覺教師間接教學行為－問問題」、在「知人」層面為「知覺教師直接教學行為－權威」。（五）典型相關分析結果，學校環境因素可解釋國小資優生情緒智力總變異量百分之三十一。 最後，依據研究結果，提出具體建議，以作為教育、輔導以及未來研究的參考。
This study is to investigate the related factors which influence the emotional intelligence of the elementary gifted students, especially the effect of the school environment factors, such as teaching behaviors and the peer relationship, on the gifted students" emotional intelligence. In order to provide a theoretical framwork for educational and counseling programs for gifted students, this study also explores how theses factors are related to the emotional intelligence of the students. The results of this study showed: 1. Peer relationship and emotional intelligence were correlated among the gifted students with girls' scores being higher than boys'. With regard to the teaching behaviors, teachers tended to have more indirect teaching behaviors with girls. 2. The analysis of the "school environment factors" indicated that teaching behaviors and students' emotional intelligence were correlated. Teacher's indirect teaching behaviors, instead of teacher's direct teaching behaviors, were more likely to enhance students' emotional intelligence. Positive peer relationship also had impact on the gifted students' emotional intelligence. 3. TReacher's indirect teaching behaviors and positive peer relationship were related to boys' emotional intelligence. 4. Teaching behaviors and positive peer relationship had influence on girls' emotional intelligence. 5. Teaching behaviors and peer relationship were correlated with the emotional intelligence for both genders. 6. Regressional analysis showed that the most important predictive variables for the emotional intelligence were: (1) Positive peer relationship was related to boys' school factors and their emotional intelligence. (2) There was a correlation between teaching behaviors and the students' awareness of others; and teacher's indirect teaching behaviors were found to be affective on the emotional intelligence for girls. (3) The school factors were positively correlated to peer relationship. 7. According to the results of the correlational analysis, the relative significance of the school factors in predicting the gifted elementary students' emotional intelligence in this study was: 31%. Finally, the results of the study provide a conceptual framework for designing the educational and counseling programs and the future research in the area of gifted education.
期刊論文
1.Tallent-Runnels, M. K.、Yarbrough, D. W.(1992)。Effects of the future problem solving program on children's concerns about the future。The Gifted Child Quarterly，36(4)，190-194。  new window
2.Morris, R. V.(2001)。Using first-person presentation to encourage student interest in social history。Gifted Child Today，24(1)，46-53。  new window
3.Conti, G. J.(1985)。Assessing teaching style in adult education: How and why。Lifelong Learning: The Adult Years，8(8)，7-11+28。  new window
4.Roeper, A.(1982)。How the gifted cope with their emotions。Roeper Review，5(2)，21-24。  new window
5.Wasserstein, S. B.、La Greca, A. M.(1996)。Can peer support buffer against behavioral consequences of parental discord?。Journal of Clinical Child Psychology，25(2)，177-182。  new window
6.江文慈(19970400)。情緒智力（EQ）意涵的再解析。諮商與輔導，136，2-8。  延伸查詢new window
7.Denham, S. A.、Blair, K. A.、DeMulder, E.、Levitas, J.、Sawyer, K.、Auerbach-Major, S.、Queenan, P.(2003)。Preschool emotional competence: pathway to social competence?。Child Development，74(1)，238-256。  new window
8.Mayer, John D.、Salovy, Peter(1990)。Emotional intelligence。Imagination, Cognition and Personality，9(3)，185-211。  new window
9.Lair, J.(1984)。Change induction groups, group psychotherapy, integrity groups, peer counseling。Encyclopedia of Psychology，1(2)，493-494。  new window
10.郭生玉(19850600)。教師的間接與直接影響行為和學童創造力及學業成績之關係。教育心理學報，18，57-83。new window  延伸查詢new window
11.郭生玉(19800600)。教師期望與教師行為及學生學習行為關係之分析。教育心理學報，13，133-152。new window  延伸查詢new window
12.吳武典、陳秀蓉(1978)。教師領導行為與學生期待、學業成就與生活適應之關係。國立台灣師範大學教育心理學報，15，127-138。  延伸查詢new window
13.Bowles. A. K.(1992)。An examination of the differences in teaching styles by grade level, Orientation toward college. And academic major?。Research in Higher Education，31(3)，395-414。  new window
14.Emanuel, R. C.,、Potter, W. J.(1992)。Do students’ style preferences differ by grade level, Orientation toward college And academic major?。Research in Higher Education，31(3)，395-414。  new window
15.Liff, S. B.(2003)。Social and emotional intelligence : Applications for developmental education。Journal of Developmental Education，26(3)，28-34。  new window
16.Schutte, N. S., Malouff, J. M., Bobik, C., Coston, T. D., Greeson, C., Jedlicka, C., Rhodes, E.,、Wendorf, G.(2001)。Emotional intelligence and interpersonal relations。The Journal of Social Psychology，141(4)，523-536。  new window
學位論文
1.林雯菁(2001)。國小兒童社會計量地位與自評同儕互動關係之研究(碩士論文)。靜宜大學。  延伸查詢new window
2.陳彥穎(2001)。國小高年級情緒智力與生活適應之相關因素探討(碩士論文)。中國文化大學，臺北市。  延伸查詢new window
3.劉慧慧(2002)。國中資優生情緒智力與道德判斷關係之研究(碩士論文)。臺東師範學院。  延伸查詢new window
4.莊千慧(1994)。出生序與父母管教態度對兒童的社會興趣與人格適應之影響(碩士論文)。國立政治大學。  延伸查詢new window
5.黃悅菁(2003)。台中市國小中高年級學童情緒智力與學校生活適應關係之研究(碩士論文)。臺中師範學院，臺中市。  延伸查詢new window
6.吳瓊洳(1997)。國中學生次級文化之研究(碩士論文)。國立高雄師範大學。new window  延伸查詢new window
7.顏裕峰(1993)。國中生的社會興趣與同儕人際關係之相關研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
8.羅芝芸(1999)。兒童認知風格、情緒智力與問題解決能力之相關研究(碩士論文)。國立高雄師範大學，高雄市。  延伸查詢new window
9.石培欣(2000)。國民中學學生家庭環境、同儕關係與學業成就之相關研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
10.羅品欣(2004)。國小學童的家庭結構、親子互動關係、情緒智力與同儕互動關係之研究(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
11.王春展(1999)。兒童情緒智力發展之研究(博士論文)。國立政治大學。new window  延伸查詢new window
12.涂秀文(1999)。國民中學學生人格特質、人際關係與快樂之相關研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
13.陳騏龍(2001)。國小學童情緒智力與幸福感、人際關係及人格特質之相關研究(碩士論文)。屏東師範學院。  延伸查詢new window
14.葉靜宜(1993)。高中生語文學習策略、師生互動與英語焦慮的相關研究(碩士論文)。國立高雄師範大學，高雄市。  延伸查詢new window
15.梁靜珊(1997)。情緒教育課程對國小資優生情緒適應行為之效果研究(碩士論文)。臺北市立師範學院，臺北。  延伸查詢new window
16.黃淑玲(1995)。國民小學學生人際關係、學業成就與自我觀念相關之研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
17.賴怡君(2002)。國小學童情緒智力發展與依附關係、生活適應之關係研究(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
18.吳美玲(1996)。國中補校學生自我觀念、對教師教學行為的知覺與數學學習態度關係之研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
19.許惠子(1994)。教學態度與師生互動－一個國小四年級的個案。  延伸查詢new window
20.蔡淑玲(2002)。彰化縣國小六年級學生數學態度與教師數學教學行為及教學信念關係之研究。  延伸查詢new window
圖書
1.Cooper, R. K.、Sawaf, A.(1997)。Executive EQ: In leadership and organization。New York, NY：Grosset/Putnam。  new window
2.張春興、林清山(1990)。教育心理學。臺北市：國立編譯館。  延伸查詢new window
3.Entwistle, Noel J.(1981)。Styles of Learning and Teaching。New York, NY：Johnson Wilsey and sons。  new window
4.盧雪梅(1999)。資優兒童親職教育。台北：心理出版社。  延伸查詢new window
5.Flanders, N. A.(1976)。Analyzing teaching behavior。Reading, MA：Addison-Wesley。  new window
6.Clark, B.(1997)。Growing up gifted: developing the potential of children at home and at school。Ohio：Charles & Merrill。  new window
7.Schiamberg, L. B.(1988)。Child and Adolescent Development。New York, NY：Macmillan。  new window
8.Erwin, P.、黃牧仁(1999)。兒童到青少年期的友誼發展。臺北：五南圖書。  延伸查詢new window
9.Davis, Gary A.、Rimm, Sylvia B.(1998)。Education of the gifted and talented。Needham Heights, MA：Boston：Allyn & Bacon。  new window
10.Renzulli, J. S.(1977)。The enrichment triad model: A guide for developing defensible programs for the gifted and talented。Creative Learning Press。  new window
11.Gallagher, J. J.(1985)。Teaching the gifted child。Allyn and Bacon。  new window
12.Goleman, D.(1995)。Emotional intelligence。Bantam Books。  new window
13.Renzulli, J. S.,、Smith, L. H.(1978)。Learning Styles Inventory: A Measure of student preference for instructional techniques。Connecticut。  new window
圖書論文
1.Salovey, P.、Hsee, C. K.、Mayer, J. D.(1993)。Emotional intelligence and the self-regulation of affect。Handbook of mental control: Century psychology series。Englewood Cliffs, New Jersey：Prentice-Hall。  new window
 
 
 
 
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