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題 名 | 畫人測驗對於行為/情緒困擾兒童區辨功能之探討=Using Draw-A-Person Test to Differentiate Children of Behavioral/Emotional Disturbance: An Exploratory Study |
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作 者 | 吳毓瑩; | 書刊名 | 測驗年刊 |
卷 期 | 46:1 1999.01[民88.01] |
頁 次 | 頁17-34 |
分類號 | 529.68、529.68 |
關鍵詞 | 畫人測驗; 行為適應; 情緒困擾; Draw-a-person test; Behavioral maladjustment; Emotional disturbance; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究的目的在探討畫人測驗對於我國兒童而言,是否可以作為行為╱情緒困擾的篩檢工具。本研究選用兩個工具,一為四五六年級兒童自填的「行為困擾量表」(李坤崇與歐惠敏,民82),一為教師填寫的「兒童行為檢核表教師報告表」(黃惠玲,民82),作為情緒困擾的行為表徵;並以「瑞文氏圖形推理測驗」(俞筱鈞,民83)作為區辨智力之工具。畫人測驗之原始指標來源,主要整合Naglieri, McNeish, and Bardos (1991)及Koppitz(1968)的兩項畫人測驗指標而成。樣本為大臺北地區隨機取樣的8個國小,共1536名學童,每位學童皆畫3張畫:男人、女人、及自己,共4608張畫。本研究的資料處理方式包括Tukey事後比較、重複量數考驗、Pearson's相關值計算、Cronbach's α值計算、一維或是二維的變異數分析等。 本研究的主要結果如下: 1.一至六年級學生較恰當的分組方式為:一年級男女兩性合為一組,二三年級男女分組,四五六年級男女分組等共5組。2.本研究從75個指標中,選出一致性最好以及出現頻率低於16%的16項指標,稱之為情緒指標。內部一致性α值從.76到.87,穩定性頗佳。3.情緒指標之累計分數與行為困擾各分量表的相關並不顯著,r值從-.039到.075。4.此16項情緒指標之累計分數可區辨教師填寫「兒童行為檢核表教師報告表」中的正常組與困擾組兒童。T考驗之值為2.738 (p=.008, df=59)。5.就各組 (共5組) 而言,此16項情緒指標之累計分數與「瑞文氏圖形推理測驗」的分數不相關聯,r值從-.129到.015。關於本研究的結果與程序,筆者提出數點討論與後續研究的建議。 |
英文摘要 | The purpose of the study was to investigate the differentiating function of Draw A Person test for behavioral/emotional disturbance children. Two local instruments were used to represent behavioral maladjusted children: "Behavioral Disturbance Rating Scale", and "Child Behavior Checklist-Teacher's Report Form" (CBCL-TRF). "Raven's Progr essive Matrices" test was also used to investigate the relationship between DAP emotional indicators and cognitive indicators. The sample in the research was randomly selected from the metropolitan area of Taipei, including 1536 children from 8 elementary schools. Each child draw 3 pictures: a man, a female, and self. The statistical techniques used were repeated measure, Tukey's multiple comparisons, Cronbach's α Pearson's r, and ANOVA. Main findings were as follows: 1. The sample were divided into 5 groups: the 1st grade boys and girls, the 2nd and 3rd grade boys, the 2nd and 3rd grade girls, the 4th, 5th, 6th, grade boys, and the 4th, 5th, 6th grade girls. 2.Only 16 out of 75 indicators were found forming an internal consistent scale. The values of α run from .76 to .87. 3.Correlation coefficients between the 16 emotional indicators and the behavioral disturbance rating scale were not significant, ranging from -.039 to .075. 4.The 16 emotional indicators were able to differentiate the normal group from maladjusted group reported by teachers on the CBCL-TRF. The value of t test equals 2.738 (p=.008, df=59). 5.The correlation coefficients between the 16 emotional indicators' accumulated scores and the Raven 's Progressive Matrices scores were not significant with r ranging from -.129 to .015. The researcher raised 4 issues for discussion and several suggestions for further research. |
本系統中英文摘要資訊取自各篇刊載內容。