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題名：教師情緒智力、師生關係與低年級學童情緒調節之關係
書刊名：幼兒教保研究期刊
作者：陳怡君
作者(外文)：Chen, Yi-chun
出版日期：2012
卷期：9
頁次：頁79-101
主題關鍵詞：國小低年級；教師情緒智力；兒童情緒調節；師生關係；Primary-grade students；Teacher emotion intelligence；Emotion regulation；Teacher-student relationship
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  • 被引用次數被引用次數:期刊(2) 博士論文(2) 專書(0) 專書論文(0)
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  • 共同引用共同引用:1545
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本研究目的在探究教師情緒智力、師生關係與低年級學童情緒調節之關聯，研究對象為台南市立國民小學的60位教師，及469位低年級學童（平均月齡87.31月），男生234人，女生235人。測量工具有三，皆由班級導師填寫，一為「教師情緒智力量表」，測量在自我激勵、情緒察覺與表達、認識自身情緒、管理自我情緒及調節他人情緒方面的情緒智力。，二為Student-Teacher Relationship Scale的衝突與親近分量表，三為Children's Behavior Questionnaire當中的注意力專注、知覺敏感度、壓抑控制分量表。本研究主要發現教師情緒智力、師生關係與學童情緒調節，兩兩為正相關；且教師情緒智力可預測師生關係與學童的情緒調節，師生關係亦可預測學童的情緒調節，而教師情緒智力與師生關係的共同預測較個別預測更具解釋力。另外，師生關係對於教師情緒智力與低年級學童的情緒調節具有部分中介作用。此外，本研究也發現低年級學童的年齡與其情緒調節能力具正相關；而學童在情緒調節能力與師生關係方面具有性別差異。最後，根據上述研究結果，提出教師對了解及輔導幼兒情緒調節之建議。
The purpose of this study was to examine the relations of emotion intelligence, teacher-student relationship, and emotion regulation of lower-level students. The research subjects were 60 teachers and 469 lower level students (234 boys and 235 girls, average age = 87.31 months old) from elementary schools of Tainan City. There were three research instruments. Teacher Emotional Intelligence Scale was used to assess teacher's emotional intelligence, including self-stimulation, the self-awareness of emotion and expression, the recognition of self emotion, the management of self emotion, and the emotional intelligence in regulating other's emotion. The short form of Student-Teacher Relationship Scale was used to assess the conflict and closeness of a teacher's relationship with a particular student. Perceptual sensitivity, attention focusing and inhibitory control subscales of Children's Behavior Questionnaire were used to assess emotion regulation of children. All questionnaires were rated by the teacher. The major finding was that children's emotion regulation was positively related to teacher emotion intelligence and their teacher-student relationship. Teacher emotion intelligence predicted teacher-student relationship and children's emotion regulation. Teacher-student relationship predicted children's emotion regulation. Moreover, teacher emotion intelligence and teacher-student relationship contributed more to the children's emotion regulation when combined rather than alone. Teacher-student relationship served as the mediator between teacher emotion intelligence and children's emotion regulation. In addition, the results showed that children's age was positively related to their emotional regulation. There were gender differences in children's emotion regulation and their teacher-student relationship. According to the research results, the researcher provided suggestions for teachers on understanding and guidance of children's emotion regulation.
期刊論文
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7.Thompson, R. A.(1994)。Emotion regulation: A theme in search of definition。Monographs of the Society for Research in Child Development，59(2/3)，25-52。  new window
8.Shields, Ann、Dickstein, Susan、Seifer, Ronald、Giusti, Laura、Magee, Karin Dodge、Spritz, Becky(2001)。Emotion Competence and Early School Adjustment: A Study of Preschoolers at Risk。Early Education and Development，12(1)，73-96。  new window
9.Calkins, S. D.(1994)。Origins and outcomes of individual differences in emotion regulation。Child Development，59，228-249。  new window
10.Eisenberg, N.、Cumberland, A.、Spinrad, L. S.、Fabes, R. A.、Shepard, S. A.、Reiser, M.、Guthrie, I. K.(2001)。The relations of regulation and emotionality to children’s externalizing and internalizing problem behavior。Child Development，72(4)，1112-1134。  new window
11.Eisenberg, N.、Gershoff, E. T.、Fabes, R. A.、Shepard, S. A.、Cumberland, A. J.、Losoya, S. H.、Murphy, B. C.(2001)。Mothers’ emotional expressivity and children’s behavior problems and social competence: Mediation through children’s regulation。Developmental Psychology，37，475-490。  new window
12.Jones, D. C.、Abbey, B. B.、Cumberland, A.(1998)。The development of display rule knowledge: linkages with family expressiveness and social competence。Child Development，69(4)，1209-1222。  new window
13.Zimmermann, L. K.、Stansbury, K.(2003)。The influence of temperamental reactivity and situational context on the emotion-regulatory abilities of 3-year-old children。The Journal of Genetic Psychology，164(4)，389-409。  new window
14.Pianta, R. C.(1994)。Patterns of relationships between children and kindergarten teachers。Journal of School Psychology，32(1)，15-32。  new window
15.She, H. C.、Fisher, D.(2002)。Teacher communication behavior and its association with students' cognitive and attitudinal outcomes in science in Taiwan。Journal of Research in science Teaching，39(1)，63-78。  new window
16.Cole, P. M.、Michel, M. K.、Teti, L. O.(1994)。The development of emotion regulation and dysregulation: A clinical perspective。Monographs of the Society for Research in Child Development，59(2/3)，73-102。  new window
17.Eisenberg, N.、Valiente, C.、Morris, A. S.、Fabes, R. A.、Cumberland, A.、Reiser, M.、Losoya, S.、Gershoff, E. T.、Shepard, S. A.(2003)。Longitudinal relations among parental emotional expressivity, children's regulation, and quality of socioemotional functioning。Developmental Psychology，39(1)，3-19。  new window
18.Capsi, A.、Silva, P. A.(1995)。Temperamental Qualities at age three predict personality traits in young adulthood: longitudinal evidence from a birth cohort。Child Development，66，486-498。  new window
19.Kopp, C. B.(1989)。Regulation of distress and negative emotions: A developmental view。Developmental Psychology，25(3)，343-354。  new window
20.呂俊甫(19970700)。EI、EQ情緒智慧和情緒教育。臺灣教育，559，9-11。  延伸查詢new window
21.Mayer, John D.、Salovy, Peter(1990)。Emotional intelligence。Imagination, Cognition and Personality，9(3)，185-211。  new window
22.Gross, J. J.、John, O. P.(1998)。Mapping of Domain of Expressivity: Mutimethod of Evidence for a Hierarchical Model。Journal of Personality and Social Psychology，74，170-191。  new window
23.Pianta, R. C.、Stuhlman, M. W.(2004)。Teacher-child Relationships and Children's Success in the First Years of School。School Psychology Review，33(3)，444-458。  new window
會議論文
1.Park, E.、Lee, J.(2007)。An exploration of the role of teacher emotion in early childhood teaching。Meeting of Pacific Early Childhood Education Research Association (PECERA) 8th Annual Conference。Hong Kong。  new window
學位論文
1.洪婉萍(2005)。幼稚園新生入學情緒適應之研究(碩士論文)。國立嘉義大學，嘉義市。  延伸查詢new window
2.李欣慧(2006)。教師情緒智慧、教師權能與教師效能感之相關研究--以桃園縣公立國民小學教師為例(碩士論文)。國立中央大學。  延伸查詢new window
3.林彥君(2003)。照顧者的情緒智力、幼兒情緒調節能力及其人際關係之探討(碩士論文)。國立臺北護理學院，臺北市。  延伸查詢new window
4.林文婷(2008)。幼兒教師情緒智力與幼兒情緒能力之相關研究(碩士論文)。國立臺東大學。  延伸查詢new window
5.黃筱雲(200907)。國民小學教師情緒智慧、師生衝突知覺與因應策略之相關研究(碩士論文)。靜宜大學。  延伸查詢new window
6.蕭丹雅(2008)。國中教師情緒能力與師生衝突管理策略之關係(碩士論文)。國立嘉義大學。  延伸查詢new window
7.吳麗雲(2001)。衝突情境中的師生互動(碩士論文)。國立新竹師範學院。  延伸查詢new window
8.張菁芬(2007)。家長參與、教師態度與學生學習適應關係之研究(碩士論文)。國立新竹教育大學。  延伸查詢new window
9.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(碩士論文)。國立新竹教育大學。  延伸查詢new window
10.謝汶伶(2003)。國小師生衝突因素及其因應方式之研究(碩士論文)。屏東師範學院。  延伸查詢new window
11.陳淑遙(2004)。國中教師師生衝突經驗及化解歷程之研究(碩士論文)。國立中正大學。  延伸查詢new window
12.溫麗雲(2002)。師生互動中的性別差異--一所國小一年級生活課程教室觀察(碩士論文)。臺東師範學院，臺東市。  延伸查詢new window
13.孫菁璣(2003)。臺北市國民小學教師情緒智力與兒童外向性問題行為容忍力之相關研究(碩士論文)。國立花蓮師範學院。  延伸查詢new window
14.江文慈(1999)。情緒調整的發展軌跡與模式建構之研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.Pianta, R. C.(1999)。Enhancing relationships between children and teachers。Washington, DC：American Psychological Association。  new window
2.Hyson, Marilou、魏惠貞(2006)。幼兒情緒發展。臺北市：華騰。  延伸查詢new window
3.Ahn, H. J.(2003)。Teachers' role in the socialization of emotion in three child care centers。Tampa, FL：Society for Research in child Development。  new window
4.Girden, E. R.(1992)。ANOVA: Repeated Measures。Newbury Park, CA：Sage。  new window
5.Page, R. M.、Page, T. S.(2000)。Fostering emotional well-being in the classroom。Boston, Mass：Jones and Bartlett。  new window
6.Pianta, R. C.(2001)。Student-Teacher Relationship Scale。Lutz, FL：Psychological Assessment Resources, Inc.。  new window
7.Sroufe, L. A.、黃世琤(2004)。情緒發展：早期情緒經驗的組織。嘉義市：濤石文化出版社。  延伸查詢new window
8.Shapiro, L. E.(1997)。How to raise a child with a high EQ: A parent's guide to emotional intelligence。New York：Harper Collins Publishers。  new window
9.Saarni, C.(1999)。The development of emotional competencies。New York：Guilford。  new window
10.林進財(1998)。班級經營：理論與策略。高雄：復文。  延伸查詢new window
11.Hyson, Marion C.、莊素芬(1999)。情緒發展與EQ教育。臺北：桂冠。  延伸查詢new window
12.王文科、王智弘(2007)。教育研究法。臺北：五南圖書出版公司。new window  延伸查詢new window
13.丹尼爾．高曼、張美惠(1996)。EQ。時報文化。  延伸查詢new window
其他
1.呂翠夏，張鳳吟(2005)。幼兒的情緒性、情緒調節、與其同儕互動之關係(第四十四屆台灣心理學年會)，桃園縣：私立中原大學。  延伸查詢new window
圖書論文
1.White, D.、Howes, N.(1998)。The socialization of children's emotional and social behavior by day care educators。Improving Competence across the Lifespan。New York. NY：Plenum Press。  new window
2.Brenner, E. M.、Salovey, P.(1997)。Emotion Regulation during Childhood: Developmental, Interpersonal, and Individual Considerations。Emotional Development And Emotional Intelligence: Educational Implications。New York, NY：Basic Books。  new window
3.Coie, J. D.、Koeppl, G. K.(1990)。Adapting intervention to the problems of aggressive and disruptive rejected children。Peer rejection in childhood。New York：Cambridge University Press。  new window
4.Mayer, John D.、Salovey, Peter(1997)。What is emotional intelligence?。Emotional development and emotional intelligence: educational implications。Basic Books。  new window
5.Bar-On, R.(2000)。Emotional and Social Intelligence: Insights from the Emotional Quotient Inventory。The Handbook of Emotional Intelligence: Theory, Development, Assessment, and Application at Home, School, and in the Workplace。San Francisco, CA：Jossey-Bass。  new window
 
 
 
 
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