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題名 | 國小學生的利社會行為及其相關因素之研究=The Investigation of Elemenetary School Children's Prosocial Behavior and its Related Factors |
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作者 | 羅瑞玉; | 書刊名 | 屏東師院學報 |
卷期 | 11 1998.06[民87.06] |
頁次 | 頁105-140 |
分類號 | 523.3778 |
關鍵詞 | 國小學生; 利社會行為; Elementary scool childrens; Procial behavior; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討國小學生的利社會行為及其相關因素。本研究之主要目的有四: 1. 了解國小學生利社會行為之現況:2. 探究國小學生利社會行為的影響因素; 3. 根據研 究發現,歸納研究結論,提出具體可行之建議,以提供教育輔導、學術研究之參考。本研究 共計抽樣調查北、中、南、東部及離島五個地區, 三十所國小 3825 名學生, 包括三年級 915 名、 四年級 995 名、 五年級 1004 名、 六年級 911 名; 其中男生 1973 名、女生 1852 名。 在資料處理方面,以變異數分析、多元逐步迴歸分析及積差相關等統計分析考驗 五個假設。研究結果發現國小學生利社會行為屬中等以上程度。利社會行為表現與利社會行 為傾向之間呈正相關。國小學生的利社會行為因其人口變項 (性別、年級、居住地區 )、家 庭因素 (家庭類型、家庭信仰、家庭社經地位、父母管教方式 )、學校因素 (教師權力類型 、同儕團體關係、同儕社會地位 )、 個人特質 (同理心、自我效能知覺 ) 之不同而有顯著 的差異。經由驗證,國小學生的人口變項、家庭因素、學校因素、個人特質對其利社會行為 具有顯著的聯合預測力:對利社會行為整體傾向之預測, 多元相關係數為.5791,能聯合預 測 33.54% 的變異量。以母親的要求最大,可解釋 14.96% 的變異;對利社會行為整體表現 之預測,多元相關係數為.6049,能聯合預測出 36.59% 的變異量。 其中以教師的規範型權 力最大,可解釋 16.35% 的變異量。 |
英文摘要 | There were four purposes of this study:1.to review the research and theories of elementary school children's prosocial behavior. 2.to investigate the development and disposition of elementary school children's prosocial behavior. 3.to investigate elementary school children's prosocial behavior and it's related factors. 4.to provide useful information for parents, teachers, and educational researchers regarding the ehnancement of elementary school children's prosocial behavior. 3825 subjects were selected from 30 elementary schools in different areas (metropolis, provincial city, town, and village) grades three to six (ages between 9 to 13 years old). There were 1973 boys and 1852 girls. The significant results of this study were: 1.a positive correlation(r=.7621) between children's disposition prosocial behavior and performance prosocial behavior. 2.the girls showed higher prosocial behavior than the boys; grades four, five, six children; metropolis, provincial city, and town areas children; showed high prosocial behavior than the other children. 3.there were statistical significant differences in prosoical behavior among children's family environment factors. 4.the school factors significantly influenced children's prosocial behavior. 5.there were significant correlation between children's personal factors and prosocial behavior. 6.there were significant multiple correlation from the related factors to predict children's prosocial behavior by the multiple stepwise regression analysis. Finally, limitations of this study and suggestions for futurestudy were discussed. |
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