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題名：國小兒童自我概念之相關研究
書刊名：臺東師院學報
作者：洪若和
出版日期：1995
卷期：6
頁次：頁91-133
主題關鍵詞：國小；兒童；自我概念
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(12) 博士論文(8) 專書(0) 專書論文(0)
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  • 共同引用共同引用:272
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　　　　　本研究旨在探討台溜地區國小學生自我概念與性別、年級、家庭社經地 位和地區之關係。研究樣本為國小三年級至六年級4730名學生，使用「兒童自我 概念量表」為研究工具，以Z檢定法、單因子變異數分析進行資料處理。 研究結果發現: 1．一般國小學生的自我概念，以外在結構言，「家庭自我」最高，「心理自我」 則較低;以內在結構言，「自我行動」最佳，「自我滿意」則較差。 2．國小女學生的自我概念在「生理自我」、「倫理自我」、「家庭自我」、「社 會自我」、「自我認定」、「自我滿意」、「自我行動」及「自我總分」上，均 顯著優於男生。 3．不同年級國小學生，自我概念有隨著年級的增加而遞增的趨勢。在「生理自 我」上，四、五、六年級學生均顯著優於三年級學生，在「家庭自我」及「自我 行動」上，五、六年級學生均顯著優於三年級學生口 4．家庭社經地位較高的國小學生，其自我概念顯著優於家庭社經地位較低學生。 在「生理自我」、「家庭自我」、「社會自我」及「自我總分」等方面，中上及 中家庭社經地位學生均顯著優於中下及低家庭社經地位的學生;在「倫理自我」 「自我滿意」及「自我行動」等方面，中上家庭社經地位學生顯著優於低家庭社 經地位學生，中家庭社經地位學生顯著優於中下及低家庭社經地位學生;在「心 理自我」方面，高家庭社經地位學生顯著優於低社經地位學生，中家庭社經地位 學生顯著優於中下及低家庭社經地位學生;在「自我認定」方面，高家庭社經地 位學生顯著優於低家庭社經地位學生，中上及中家庭社經地位學生顯著優於中下 及低家庭社 5．北區、南區與東區國小學生的自我概念，均顯著優於中區。在「生理自我」 及「自我認定」兩方面，北區、南區及東區學生均顯著優於中區學生;在「家庭 自我」、「社會自我」、「自我行動」及「自我總分」等方面，北區及南區學均 顯著優於中區學生;在「自我滿意」方面，則北區學生顯著優於中區學生。 基於本研究結果發現，謹提出教育與輔導及未來研究上之建議，俾供推展我國國 小教育與輔導工作之參考。
　　　　　The purpose of this paper was to explore the relationships between subjects self-concept scores and their sex, grade, social-economic as well as their school- region.The samples, which included 4730 randomly selected students from third to sixthgrade levels of elemantary school in Taiwan. Using "Children's Self-Concept Scale"(CSCS) as investigative instrument. The main findings are as following: (1) Considering the external construct, students scored higher in the family-self,but lower in the mental-self. As far as the internal contruct is concerned. Subjectsscored lower in the areas of self-action and self-satisfaction. (2) There were significant differences between male and female students' self-concept scores. Compared to male sub jects, females indicated higher self-conceptscores inthe areas of physical-self ' ethical-self @ self-satisfaction ' self-action and thecompositon scores. (3) High graders revealed higher self-concept scoresthan low graders. All of thefourth, fifth and sixth grade level students scored significantly better than the thirdgrade students in the family-self and self-action. (4) Subjects from high social-economic level scored. Significantly better in self- concept scores than those fromlow social-economic status. "Middle-high" and "middle"social-economic students reported significantly higher scores than those "middle-low"social-economic sudents in the areas of physical self, social-self and the compositionscore. In the areas of ethical-self, self-satisfaction andself-faction, students come fromthe "middle-high" social-economic status scores significantly higher than students from"low" social-economic level, and the "middle" social- economic students reported significantly better than the "middle-low" students, In addition, the "high" socialeconomic students scorded significantly better than the "low" social-economic students, and the "middle" scial-economic students scored significantly better than the "middle-low" social-economic students. In regards tothe self-identity, it appeared that the "high" social-economic students scored significantly higher than the "middle-low" socialeconomic students, as well as the "middle-high" and "middle" social-economic studentsscored significantly better than the "middle- low" and "low" social-economic students. (5) Students come from the north, sourth and the eastregions reported significantly better self-coneptthan those from the middle region. In the areas ofphysical-self and self-identity, the north-south and east-region students did significantlybetter than the middle-region students. Moreover, the north and south-region studentsperformed significantly better than the middle-region students in the family-self, social-self, self- action and the composition scores. Finally, the north-region students scoredsignifcantly higher than the middle-region students in the self-satisfaction. The findings and suggestions made in this study are especially helpful in theareas of education and guidance as well as future studies for those who are intrestedin upgrading the elementary education.
期刊論文
1.陳貴龍(19850300)。高山族學生接納自我及他人之研究。輔導學報，8，79-99。new window  延伸查詢new window
2.陳李綢(19830100)。國小兒童自我概念發展之研究。測驗年刊，30，93-100。new window  延伸查詢new window
3.劉錦志、陳明終(19800100)。市區和郊區國小學生學業成就與心理特質關係之分析研究。測驗年刊，27，23-31。new window  延伸查詢new window
4.Montemayor, R.、Eisen, M.(1977)。The development of self-conceptions from children to adolescence。Developmental Psychology，13(4)，314-319。  new window
5.盧欽銘(19810600)。我國兒童及青少年自我觀念縱貫三年發展之研究。教育心理學報，14，115-124。new window  延伸查詢new window
6.Burdett, K.、Jensen, L. C.(1983)。The self-concept and aggressive behavior among elementary school children from two socioeconomic areas and two grade levels。Psychology in the Schools，20(3)，370-375。  new window
7.Perkins, H. V.(1958)。Factors influencing change in children's self-concepts。Child Development，29(2)，221-230。  new window
8.Piers, E. V.、Harris, D. B.(1964)。Age and other correlates of self-concept in children。Journal of Educational Psychology，55(2)，91-95。  new window
9.Shavelson, R. J.、Hubner, J. J.、Stanton, G. C.(1976)。Self-concept: Validation of construct interpretations。Review of Educational Research，46，407-442。  new window
10.Soares, A. T.、Soares, L. M.(1969)。Self-perceptions of culturally disadvantaged children。American Education Research Journal，6，31-45。  new window
11.Williams, R. L.(1968)。Self concept and school adjustment。Journal of Personnel and Guidance，46，478-480。  new window
12.Williams, J. H.(1973)。The relationship of self-concept and reading achievement in first grade children。Journal of Educational Research，66(8)，378-381。  new window
13.盧欽銘(19800600)。我國國小及國中學生自我觀念發展之研究。教育心理學報，13，75-83。new window  延伸查詢new window
14.盧欽銘(19790600)。我國兒童及青少年自我觀念的發展。教育心理學報，12，123-131。new window  延伸查詢new window
15.郭為藩(19700600)。自我的意義及其概念架構。國立臺灣師範大學教育研究所集刊，12，41-84。  延伸查詢new window
16.盧欽銘(19820600)。資賦優異兒童自我觀念特質的分析。教育心理學報，15，111-126。new window  延伸查詢new window
17.黃光明(19870400)。社經地位､產序､家庭氣氛與高職學生自我概念的關係。臺南師專學報，20(上)，213-253。  延伸查詢new window
會議論文
1.Bronfendrenner, V.(1961)。Toward a theoretical model for the analysis of parentchild relationships in a social context。Parental attitude and child behavior, conference on community mental health research。St. Louis：Washington University。  new window
2.Lynch, M. D.(1978)。Self concept development in childhood。The national symposium on self-concept，(會議日期: September)。Boston, Mass.。  new window
圖書
1.Purkey, W. W.(1970)。Self-concept and school achievement。Prentice-Hall, INC.。  new window
2.Coopersmith, Stanley(1967)。The Antecedents of Self-esteem。San Francisco, CA：W. H. Freeman and Co.。  new window
3.Cooley, C. H.(1972)。Social organization: A study of the larger mind。New York：Schocken Books。  new window
4.Burns, R. B.(1984)。The self-concept in theory, measurement, development and behavior。Longman Inc。  new window
5.郭為藩(1979)。自我心理學。開山書店。new window  延伸查詢new window
6.洪若和(1990)。價值澄清團體在國小團體輔導上的應用研究。高雄市：復文圖書出版社。  延伸查詢new window
7.黃堅厚(1975)。青年的心理健康。台北市：中華書局。  延伸查詢new window
8.溫雅惠(1988)。山地生的自我概念與學校生活素質之研究。屏東市：宏文出版社。  延伸查詢new window
9.葉重新(1980)。不同家庭社經水準青少年人格特質之比較研究。台北市：大洋出版社。  延伸查詢new window
10.謝廣全(1990)。最新實用心理與教育統計學。高雄市：復文書局。  延伸查詢new window
11.Hamachek, D. E.(1982)。The self in growth, teaching and learning。Prentice-Hall。  new window
12.Hollingshead, A. B.(1949)。Elmtown's youth: The impact of social classes on adolescents。New York：John Wiley & Sons, Inc.。  new window
13.Labenne, W. D.、Greene, B.(1969)。Educational implications of self concept theory。Pacific Palisades：Goodyear Pub. Co.。  new window
14.Lynch, M. D.、Norem-Hebeisen, A. A.、Gergen, K. J.(1981)。Self-concept, advances in theory and research。Cambridge, Massachusetts：Ballinger Publishing Company, A Subsidiary of Harper & Row, Publishers, Inc.。  new window
15.Thomas, J. B.(1973)。Self-concept in psychology and education a review of research。NFER Publishing Company Ltd.。  new window
16.林清山(1984)。心理與教育統計學。台北市：東華書局。  延伸查詢new window
17.洪若和(1993)。兒童自我概念之評量研究。台北市：心理出版社。  延伸查詢new window
18.Fitts, W. H.(1965)。Manual: Tennessee Self Concept Scales。Nashville, Tennessee：Counselor Recordings and Tests。  new window
19.林邦傑(1981)。田納西自我概念量表指導手冊。台北：正昇教育科學社。  延伸查詢new window
20.Rogers, Carl R.(1961)。On becoming a person: A therapist's view of psychotherapy。Houghton Mifflin。  new window
21.Goffman, Erving(1959)。The Presentation of Self in Everyday Life。Doubleday。  new window
單篇論文
1.Berryman, F. T.(1983)。Self concept and sex of rural children(ED 231585)。  new window
2.Alawiye, O.，Alawiye, C. Z.(1984)。Self-concept and achievement: Theory and practice(ED 283082)。  new window
3.Dusek, J. B.(1978)。The development of the self-concept in adolescence(ED 189484)。  new window
4.Emmons, B.(1978)。Enhancing a positive self-concept: Arizona HSSA/CDA competency based training module #20(ED 180632)。  new window
5.Mcadoo, H. P.(1970)。Self-concepts and racial attitudes of northern and southern black preschool children(ED 062496)。  new window
6.McDaniel, E. D.，Bustamante, J. I.(1979)。A comparison of Mexican and United States children's self-concept scores(ED/78594)。  new window
7.Clough, J. R.(1979)。Development of a self-concept scale for use in pre-school and primary school(ED 188763)。  new window
8.McDaniel, E. D.，Soong, W.(1981)。Comparisons of self-concept scores of children in American and in Taiwan(ED 225642)。  new window
其他
1.盧強(19870600)。山地國中學生自我觀念、生活適應與學業成就之調查研究（摘要）。  延伸查詢new window
2.Alawiye, O.(1986)。The self-concept of children, and the perceptions of parents and teachers, from schools in Ghaha and Gambia。  new window
3.Carpenter, R. E.(1986)。The relationship of self-concept, socioeconomic status, race, and sex to mathematical achievement of five-year-old students attending an academically oriented early childhood program and those attending a sociality oriented early childhood program。  new window
4.Minnett, A. M.(1987)。The relation of same and cross sex nominated social status to the self-concept and academic achievement of third and fifth-graders。  new window
5.Taylor, J. W.(1986)。Self-concept in home-schooling children。  new window
6.Trafton, B. F.(1978)。Relationships between self concept, learning achievement in grades one through eight: A three years study。  new window
圖書論文
1.楊國樞(1974)。小學與初中學生自我概念的發展及其相關因素。中國兒童行為的發展。台北市：環宇出版社。  延伸查詢new window
 
 
 
 
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