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題名 | 正向情緒輔導介入方案對國小學童情緒智力、生活適應與幸福感之研究=The Effects of Positive Emotional Intervention on Emotional Intelligence, Life-adjustment and Well-being in Elementary School Students |
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作者 | 林維芬; 徐秋碧; Lin, Wei-fen; Hsiu, Cho-be; |
期刊 | 中華輔導與諮商學報 |
出版日期 | 20090300 |
卷期 | 25 2009.03[民98.03] |
頁次 | 頁131-178 |
分類號 | 523.374 |
語文 | chi |
關鍵詞 | 生活適應; 幸福感; 情緒智力; 輔導介入方案; Educational intervention; Emotional intelligence; Life-adjustment; Well-being; |
中文摘要 | 本研究主要在發展適合有生活適應困擾之國小學童的「正向情緒輔導介入方案」,並探討該方案對有這些學童在情緒智力、生活適應及幸福感的立即與延宕輔導效果,以提供未來研究、輔導與教學方案之參考。 本研究採等組前後測準實驗設計,以新竹縣某國小有生活適應困擾的學童為研究對象,並隨機分派至實驗組和對照組,每組各15名。實驗組成員接受十六次,每次四十分鐘之「正向情緒輔導介入方案」輔導,對照組則接受十六次一般性團體輔導活動實驗方案的輔導。 本研究以「兒童情緒智力量表」、「國小學童生活適應量表」、「國小兒童幸福感量表」為研究工具,對研究對象進行前測、後測及追蹤測量,所得資料採獨立樣本單因子共變數分析;此外,並以「自我回饋表」、「單元回饋表」、「團體總回饋表」等紀錄,以作為佐證與補充說明。 本研究主要結果發現,在實驗結束一週內及一個月後,實驗組受試在三個研究變項均達立即性與延宕性效果。此外,根據回饋資料,發現實驗組受試者對於該方案頗為喜愛,對此抱持正向肯定之態度,懂得運用活動所學來自我激勵,提升幸福感受。 |
英文摘要 | This study explored the effectiveness of the intervention of positive emotional education for elementary school students on their emotional intelligence, life-adjustment and well-being. A quasi-experimental design was used in this study. Thirty children with life-adjustment problems from one elementary school were randomly selected to participate. They were randomly assigned to the treatment group and the alternative treatment group. The treatment group participated in 16-session (twice a week, 40 minutes per session) of positive emotional education while the control group received original group guidance treatment. Three outcome measures were administered at pretest, post-test, and follow-up test: the Emotional Intelligence Inventory for Children, Children Life- adjustment Scale, and Children Well-being Inventory. Results showed the experimental group had greater gains in emotional intelligence, life-adjustment, and well being from pretest to posttest. Furthermore, the experimental group had significantly greater gains in emotional intelligence, life-adjustment, and well-being from pretest to follow-up. Results of the present study can be of value to the research and practice of children education and psychotherapy and especially to children with life-adjustment problems. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。