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題 名 | 讀書治療對國小兒童自我概念與人際關係之輔導效果=A Study of the Effects of Bibliotherapy on Self-Concept, Interpersonal Relationship for Children of the Elementary School |
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作 者 | 辜綉晶; | 書刊名 | 國民教育研究集刊. 臺南師院 |
卷 期 | 5 1999.06[民88.06] |
頁 次 | 頁375-408 |
分類號 | 523.374 |
關鍵詞 | 讀書治療; 國小; 兒童; 自我概念; 人際關係; 輔導; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主要目的在探討讀書治療對國小六年級低自我概念學生自我概念與人際關 係之輔導效果。研究對象取自台南市新興國小六年級學生,經兒童自我概念量表 篩選出三十名低自我概念學生,並隨機分派至讀書治療互動組、讀書治療非互動 組及控制組。讀書治療互動粗每週兩次,共十六次的實驗處理,以讀書治療實驗 方案為主,並進行討論、後續活動,每次活動單元為四十分鐘。而讀書治療非互 動粗也是每週兩次,共進行十六次的實驗處理,著重於閱讀讀書治療的單元材料, 沒有進行任何討論與後續活動。 本研究採用實驗前後測設計,自變項為讀書治療實驗處理,依變項為自我概 念與人際關係。其評量工具主要有「兒童自我概念量表」、「人際關係問卷」。三次 測驗結果,以無母數統計法中的克-瓦二氏單因子等級變異數分析──H考驗,考 驗其在立即性及延宕性的輔導效果。另以讀後反應表分析輔導效果。研究結果發 現: 一、在自我概念方面 (一)讀書治療互動組與讀書治療非互動組在兒童自我概念量表上的分數上, 與控制組無顯著差異,沒有達到立即性輔導效果。 (二)讀書治療互動組與讀書治療非互動組在兒童自我概念量表上的分數上, 與控制組無顯著差異,沒有達到延宕性輔導效果。 二、在人際關係方面 (一)讀書治療互動組與讀書治療非互動組在人際關係問卷上,與控制組無顯 著差異,沒有達到立即性輔導效果。 (二)讀書治療互動組與讀書治療非互動組在人際關係問卷上,與控制組無顯 著差異,沒有達到延宕性輔導效果。 三、由讀後反應表來探討輔導效果從讀後反應內容,可發現讀書治療互動組比讀 書治療非互動組有更多位成員達到單元輔導目標。相較之下,在閱讀之後團 體的討論與後續活動的引導,兒童可獲得更多的了解和洞察。 |
英文摘要 | The purpose of this study was to explore the effects of bibliotherapy on self-concept, interpersonal relationship of low self-concept children in the elementary school. The sample consisted of 30 students in grade six at Shin-Shing Elementary School in Tainan. They were assigned to three groups: interactive bibliotherapy group, reading bibliotherapy group, and control group. The two experimental groups were treated with 16 sessions of intervention, twice a week for 8 weeks. The interactive bibliotherpay group practiced in 40 minutes per session with reading material, writing reaction questionnaire and follow-up activities, the reading bibliotherapy group were designed to read material and finish reaction questionnaire in one 40 minutes per session, and the control group did not receive any treatment. Instruments for measuring the effects include Children's Self-Concept Scale and Interpersonal Relationship Questionnaire. The data were analyzed by Kruskal-Wallis one-way analysis of variance by ranks. Furthermore, subject's responses on reaction questionnaire were also collected for comparing to test the effects of experimental groups. The results of this study were listed as follows: 1.There was no significant difference on self-concept between two experimental groups and control group in the immediate effects. 2.There was no significant difference on self-concept between two experimental groups and control group in the follow-up effects. 3.There was no significant difference on interpersonal relationship Between two experimental groups and control group in the immediate effects. 4.There was no significant difference on interpersonal relationship between two experimental groups and control group in the follow-up effects. 5.From quality analysis of subject's reading reaction , interactive bibliotherapy that contained follow-up activities could promote effects seemly. Finally, the recommendations of this study in both guidance and further research in the field were discussed. |
本系統中英文摘要資訊取自各篇刊載內容。