家庭生活情境對小學生情緒智力發展的影響之研究

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題名:
家庭生活情境對小學生情緒智力發展的影響之研究
著者: 劉庭懿; Liu, Ting-yi
姜添輝; Tien-hui Chiang; 教育經營與管理研究所碩士班
主題: 社經地位; 家庭生活情境; 情緒智力; Emotional Intelligence; Socioeconomic Status; Family Context
描述: 越來越多的事件證明，在日常生活中有許多複雜的事情及需求，需要依賴感覺的智慧。研究發現EI比IQ更能預測未來的成就。EI不但是一個人社會成就的關鍵，也是心理幸福的重要關鍵。因此孩童的情緒智力與其外在行為表現，可說是社會國家進步和諧的指標更應是國民教育要重視的課題。就孩童而言，其情緒智力受其個人父母的社經背景、家庭結構差異，所產生不同的管教方式、家人互動模式及衍生的生活情境影響。因此透過不同社經背景父母的管教或親子溝通方式等差異，將呈現不同的家庭生活情境，本研究藉由社會學角度剖析孩童的情緒智力與家庭生活情境的關聯性為何。依據研究動機以及文獻資料，本研究歸納主要研究問題如下：一、探討不同社經家庭情境屬性的差異二、探討此種家庭情境屬性差異與孩童情緒智力的關連性三、根據研究發現歸納研究結果，提出具體的建議，提供未來研究及實務之參考。為了達成上述目的，本研究以半結構訪談法進行研究，訪談學生及其家長。以立意性抽樣為原則，選定六年級的學童，以手足數將每一組訪談的對象分為三類，一是獨生子女，二為兩位手足數家庭的孩童，三為三位以上手足數家庭的孩童，家長及孩童共29名研究訪談對象。研究發現顯示，不同社經背景的父母親呈現不同的管教方式。再者，手足關係、家庭環境和家庭氣氛等因素，型塑子女展現不同的情緒行為表現。大致上勞工階級獨生子女家庭採取忽視冷漠的管教方式，無手足作伴彼此互動，使得未來人際往來能力較差，導致放縱自我的行為特質。多手足家庭採取專制權威型，很少探求行為背後的目的和動機，子女行為缺少自發性。獨生子女中上社經家庭，採取高關懷呵護的管教方式，缺乏手足互動的經驗與分享觀念，容易以自我為中心，因而人際往來適應的能力較為薄弱。多位子女中高社經家庭採取民主溝通型的管教方式，在有限的家庭資源中，學會相互尊重與妥協的觀念，有助未來人際之間的往來和發展。
More and more events proved that had many complex matters and the demand inthe daily lives needed to rely on the wisdoms of the feeling. The researchesdiscovered that EI can forecast future achievements compared to IQ. Not only EI is akey of the one’s society achievements, but also it is the important key of thepsychological happiness. Therefore, the children’s emotional intelligence and exteriorbehavior performances may say that the target of society and country made progressesand harmonies. Furthermore, it should be the topic of the compulsory educationneeded to be valued. As for children, the differences of their individual parents SESeffected the different parenting styles, parent-child interaction and family context howaffected the emotional intelligence. It will present different family context through theeducational activities of different parent SES. The purpose of this study is to explorethe relationship between the children’s emotional intelligence and the family contextfrom the sociology perspective. Based on literature review, two research questionswere identified as the following:1. To discuss the differences of different SES family situation attributes.2. To discuss the relationship between this differences of familycontext and thechildren’s emotional intelligence.Considering of the characteristics of these research questions, this study employedqualitative approach by doing twenty nine interviews which informants from studentsand parents. The study subjects were the 6th grade elementary school students, anddivided each group into three types by the sibling numbers. The first type was thesingle child, secondly it was two siblings, and the third type was over three siblings iniiithe family. Based on the evidence showed that the different SES parents presented thedifferent parenting styles. Secondly, sibling relationship, family environment, andfamily atmosphere factors and so on to shape children into displaying the differentemotional behavior performances. Generally speaking, the single child of workingclass family adopted the neglected and unconcerned parenting styles, and no othersiblings to interact each other, which made him the ability of international relationshipweak and lead to indulge the self-behavior characteristic. The multi-siblings familyadopting the authoritarian parenting styles seldom explore the goal and motive behindthe behavior. The behavior of children lacked the spontaneity. The single child ofmid-upper social status in the family adopting the high-care parenting styles. Lackingof the experiences of the sibling interaction and the shared concept. It was easy to beself-centered, so it was weaker ability of the interpersonal interaction and adaption.The multi-siblings family adopting the democratic communicated parenting styles. Inthe limited family resources, to learn the respectful and compromising conceptbenefited the interpersonal interaction and development in the future.
碩士
建立日期: 2011
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1091
資源來源: NUTN IR

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家庭生活情境對小學生情緒智力發展的影響之研究

劉庭懿; Liu, Ting-yi 姜添輝; Tien-hui Chiang; 教育經營與管理研究所碩士班 2011

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