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題名 | 認知性自我管理團體諮商對師專生情緒適應效果之實驗研究 |
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作者姓名(中文) | 廖鳳池; | 書刊名 | 初等教育學報 |
卷期 | 4 1991.09[民80.09] |
頁次 | 頁279-318 |
分類號 | 522.674 |
關鍵詞 | 自我管理; 師專生; 情緒適應; 團體諮商; 認知; |
語文 | 中文(Chinese) |
中文摘要 | 本研究的主要目的在探討運用團體歷程及自我管理步驟對情緒適應困難受試著進行認知重建及因應技術訓練的可行性。研究者建立一套認知性自我管理團體諮商方案,並發展出系統性實用的家庭作業表格,以省立臺北師專36位情緒適應困難學生為對象,實驗組-控制組等組前後測及十週後追蹤測量的實驗設計,進行實驗。其中,受試者的「年級」及「實驗處理組別」為自變項,受試者的「非理性人格傾向」、「自我效能預期」及「情緒穩定性」為依變項。此外,並蒐集八週實驗處理期間受試者的主觀心情自我監控記錄資料,以分析實驗處理對受試者「主觀心情」影響的方法。本研究的主要發現如下: 1.實盲組受試者之「自我效能預期」及「情緒穩定性」獲得顯著進步,但「非理性人格傾向」則未獲得明顯之改變。年級間之諮商效果並無顯著差異,「年級」與「實驗處理組別」之間交互作用亦不顯著。 2.實驗處理期間二年級受試者的「每週主觀心情分數」有獲得逐週提昇之趨勢,四年級受試者則沒有出現相同的趨勢;兩個年級受試者的「每週最惡劣心情」有逐週減輕之趨勢,刺「每週心情變異量」則有逐週減少之趨勢。 3.十週後的追蹤測量結果實驗組受試者的「非理性人格傾向」獲得顯著的進步,而「情緒穩定性」效果仍維持顯著,年級間之差異及「年級」與「實驗處理組別」間之交互作用則仍然不顯著。 4.以實驗處的後測資料進行徑路分析,發現本方案對受試的影響途徑不符合Ellis的情?A-B-C理論模式,而與Bandura的自我效能論相符合。 |
英文摘要 | the main purpose of this research is to investigate the applicability of group process and self-management procedure to emotion 41 maladjustment subjects by using cognitive restructuring kill and coping skill training. In the present study, the researcher set up a cognitive self-managed group counseling model, and compiles a systematic instructional materials for practical use. 36 subjects with emotional disturbance are chosen form Taiwan Province Teacher’s College in Taipei. The pretest-posttest control-group design with 10 weeks follow-up is conducted. The “grades” of subjects and “groups of treatment” are independent variables. The dependent variables are “irrationality”, “self-efficacy expectation” and “emotional stability”. Besides, the self-monitoring record of subjective mood during the 8-session treatment period also collected. The findings in the present study are as follows: 1.The experimental group has significant progress in “self-efficacy expectation” and “emotional stability” but not in “irrationality”. The effects of counseling makes no significant difference between students in different grade groups. There is also no statistical interaction between “grades” and “groups of treatment”. 2.The “Weekly scores of subjective mood” in the 2nd-grade group are gradually increased, however, the 4th-grade group does not show the same trend. The “weekly scores of mood variability” also show a decreased tendency in both grades. 3.The measures conducted 10 weeks after the treatment show that the “irrationality” of the experimental group has significantly decreased, while the counseling effect of “emotion stability” is still maintained. There are no significant difference between students of the two grades and no statistical interaction between “grade” and “groups of treatment”. 4.The data obtained in the posttest of this research are tested by path analysis. It is found that the data does not fit with the Ellis’ rational-emotive model, but does fit with Bandura’s self-efficacy model. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。