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題名 | 課後托育學童快樂情緒模式之驗證=The Verification of the Happy Emotion Model of after School Children |
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作者姓名(中文) | 鄭芬蘭; | 書刊名 | 屏東師院學報 |
卷期 | 15 2001.09[民90.09] |
頁次 | 頁231-258 |
分類號 | 171.3 |
關鍵詞 | 課後托育; 快樂情緒; 人際互動; 學習適應; After-school program; Happy emotion; Interpersonal relation; Learning adaptation; |
語文 | 中文(Chinese) |
中文摘要 | 本研究的目的在建構「課後托育學童快樂情緒模式」,並以199 名課後托育學童的觀察資料,採用加權最小平方法進行考驗。歸納重 要結論有(1)本理論模式經由基本適配考驗、卡方考驗、整體模式的 內、外在品質等評鑑結果顯示:本研究所建構「課後托育學童快樂情 緒模式」與觀察資料可以適配。(2)潛在變項的效果分析顯示:環境 知覺對快樂情緒、人際互動與學習適應等因素具有很強的影響效果, 然而教師特質的分析結果均未達顯著水準;由此可見,學童對課後托 育的環境知覺,是影響其快樂情緒的主要因素。(3)學童的環境知覺 必須透過快樂情緒,才能對其人際互動與學習適應產生效果,而且快 樂情緒也有良好的直接效果,故快樂情緒是本理論模式關鍵的中介變 項。 |
英文摘要 | The purpose of this study was to investigate the fit goodness of happy emotion model of after-school children. The subjects were 199 after-school children, sampled by cluster in Kaohsiung. The data obtained were examined by the method of WLS (weighted least square) to test the model. The results of this study were as follows: 1.After the examinations among the basic fit goodness, chi-square test, internal and external quality of structure model fit indices, we found that the empirical data has a significant fit with the model. 2.After the effect analysis of latent variables, it was found that the environmental perception of after school children has a significant effect on the following terms, including happy emotion, interpersonal relationship and learning adaptation. But the teacher's character don't have significant effect. Therefore the environmental perception of after school children play a great role in happy emotion. 3.The environmental perception of after scholl children would effectively create both good interpersonal relation and learning adaptation via happy emotion. It implied that the happy emotion of children was the key component of this structure model. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。