國小學童情緒能力、控制信念、幸福感與成就動機之相關研究

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題名:
國小學童情緒能力、控制信念、幸福感與成就動機之相關研究
著者: 王佳禾; Wang, Chia-ho
張進上; Chin-Shang Chang; 教育學系輔導教學碩士班
主題: 控制信念; 情緒能力; 成就動機; 幸福感; Locus of Control; Emotional Competence; Well-being.
描述: 本論文研製之目的旨在編製適合於國小高年級學童使用的「國小學童幸福感量表」與「國小學童成就動機量表」，並探討高年級學童情緒能力、控制信念、幸福感與成就動機之相關。本調查研究以台南市九十四學年度公立國小共1045名五、六年級學童為研究對象，並選用「國小兒童情緒能力量表」、「國小學童控制信念量表」、「國小學童幸福感量表」與「國小學童成就動機量表」為研究工具。其中「國小學童幸福感量表」係由研究者與侯季宜合編，「國小學童成就動機量表」係由研究者自蔡文山（2001）的「成就動機量表」所編修而成。所得資料經平均數、標準差、t考驗、皮爾遜積差相關、逐步多元迴歸分析與典型相關等方法加以分析，茲將研究所得結果歸納如下：一、編製適用於國小高年級學童使用的「國小學童幸福感量表」共22題，具有良好的信、效度，可以解釋67.08％的變異量；編製適用於國小高年級學童使用的「國小學童成就動機量表」共20題，具有良好的信、效度，可以解釋59.56％的變異量。二、國小高年級學童情緒能力、控制信念、幸福感與成就動機之現況良好。三、國小高年級學童情緒能力在性別上部分有顯著差異。四、國小高年級學童控制信念在性別上部分有顯著差異。五、國小高年級學童幸福感在性別上無顯著差異。六、國小高年級學童成就動機在性別上部分有顯著差異。七、國小高年級學童情緒能力、控制信念、幸福感與成就動機大部分有顯著相關。八、國小高年級學童情緒能力、控制信念、幸福感對成就動機具有良好預測力。九、國小高年級學童情緒能力、控制信念、幸福感與成就動機有顯著典型相關。本研究依據上述之研究結果提出建議，以供未來學術研究與教育輔導之參考。
This thesis was mainly compiling up “The Well-being Scale for School Children” and “The Achievement Motivation Scale for School Children” that fitted high grade elementary students and explored the achievement motivation of the high grade elementary school stud- ents with emotional competence, locus of control ,and well-being. The subjects of the study were 1045 students in the fifth and the sixth grades in public elementary schools in Tainan City in 94nd academic school year. The tools used included The Emotional Competence Scale for Children（ECSC）, The Locus of Control Scale for School Children, The Well-being Scale for School Children, and The Achievement Motivation Scale for School Children. The Well- being Scale for School Children designed by this author and Ms. Chi-Yi Hou. The Achi- evement Motivation Scale for School Children was amended by this author from The Achi- evement Motives Scale designed by Wen-San,Tsai（2001）. All the data were analyzed by using the arithmetic mean, standard deviation, t test, pearson’s product-moment correlation, stepwise multiple regression, and canonical correlation.The outcome of the formula indicated the following points:1.The total numbers of applicatory exercise in “The Well-being Scale for School Children” for high grade elementary students were 22. The scale was with quality of reliability and validity. The variation quantity accounted for 67.08%；The total numbers of applicatory exercise in “The Achievement Motivation Scale for School Children”for high grade eleme- ntary students were 20. The scale was with quality of reliability and validity. The variation quantity accounted for 59.56%.2.The emotional competence, locus of control, well-being, and achievement motivation of the high grade elementary school students were in good condition.3.There was significant difference in some aspects in the emotional competence of the high grade elementary school students of different genders.4.There was significant difference in some aspects in the locus of control of the high grade elementary school students of different genders.5.There was no significant difference in the well-being of the high grade elementary school students of different genders.6.There was significant difference in some aspects in the achievement motivation of the high grade elementary school students of different genders.7.The relevance between emotional competence, locus of control ,and well-being of the high grade elementary school students and their achievement motivation had the greater part significant.8.The achievement motivation could be well predicted according to the emotional competen-ce, locus of control, and well-being of the high grade elementary school students.9.The achievement motivation of the high grade elementary school students had significant canonical correlation with their emotional competence, locus of control ,and well-being.According to the findings, the study made suggestions to be referred to in the academic researches and the educational counseling in the future.
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建立日期: 2006
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/3779
資源來源: NUTN IR

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國小學童情緒能力、控制信念、幸福感與成就動機之相關研究

王佳禾; Wang, Chia-ho 張進上; Chin-Shang Chang; 教育學系輔導教學碩士班 2006

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