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題名 國小兒童行為困擾第二階驗證性因素分析暨社會與情緒學習課程方案效果之研究
The CFA of the Maladjustment in the Elementary School & the Effects of the SEL Curricula for the 3th Grade Students
作者 周育滕
Chou, Yu-Teng
貢獻者 陳婉真
Chen, Wan-Chen
周育滕
Chou, Yu-Teng
關鍵詞 行為困擾
生活適應
情緒智力
社會與情緒學習
malajustment
life-adjustment
emotion intelligence
social and emotional learning (SEL)
日期 2019
摘要 摘要 本研究計有兩部分：研究一—《國小兒童行為困擾第二階驗證性分析》，及研究二—《社會與情緒學習課程方案之效果研究》；研究一為後者的前導研究。研究一旨在探討國小兒童行為困擾，以了解國小兒童行為困擾背後是否指涉生活適應與情緒智力等此二者的潛在變項；並以此的研究結果，納入編擬《社會與情緒學習課程》方案的內涵，以為實施《社會與情緒學習課程》方案，落實班級預防性與發展性處遇的輔導。 研究一援用李坤崇、歐慧敏（2008）編製的《行為困擾量表》（第四版）以便利取樣徵集北、中與南部中型國小四、五年級1200名兒童（各600名）；剔除無效問卷，有效問卷計有972份，問卷有效率達81%。經驗證性因素分析，研究假設1-1~1-9均獲致驗證，結果如下： 一、國小兒童行為困擾在生活適應心理構念的測量模式具有良好的適配度 （一）關懷他人評價、生理發展與體力等行為困擾的觀察變項，為潛在變項「個人適應」的測量指標。 （二）親子溝通、家庭問題與管教態度等行為困擾的觀察變項，為潛在變項「家庭適應」的測量指標。 （三）課業與常規、學習態度與習慣、教師管教方法與師生關係等行為困擾的觀察變項，為潛在變項「學校適應」的測量指標。 （四）生活目標、自我能力、情緒、同儕互動與社交技巧等行為困擾的觀察變項，為潛在變項「社會適應」的測量指標。 （五）「生活適應」具有個人適應、家庭適應、學校適應與社會適應等心理構念。 二、國小兒童行為困擾在情緒智力心理構念的測量模式具有合理的適配度 （一）自我能力、關懷他人評價、生理發展、體力、家庭問題與情緒等行為困擾的觀察變項，為潛在變項「自我內省情緒智力」的測量指標。 （二）生活目標、管教態度、課業與常規、學習態度與習慣與教師管教方法等行為困擾的觀察變項，為潛在變項「壓力適應情緒智力」的測量指標。 （三）親子溝通、同儕互動、社交技巧與師生關係等行為困擾的觀察變項，為潛在變項「人際關係情緒智力」的測量指標。 （四）「情緒智力」具有自我內省、壓力適應與人際關係等心理構念。 研究二旨在探討實施《社會與情緒學習課程》方案之效果，了解實驗課程是否能具體協助孩子進行社會與情緒學習，增進生活適應，提升情緒智力，改善行為困擾；並彙整研究結果以提供未來課程編修與實施的建議。研究者以新竹縣隘口國小（化名）兩班學生為受試，接受《社會與情緒學習課程》的為實驗組（N=29），接受綜合領域活動如常課程的為控制組（N=28），進行前後測、追蹤測的準實驗研究；經十三單元（26節次；1040分鐘）的規劃與實施，研究假設2-1~2-4 均獲致驗證，研究結果如下： 一、社會與情緒學習課程方案之立即效果 實驗課程施行後一週內，進行生活適應與情緒智力的後測，立即效果為： （一）實驗組與控制組在生活適應後測的平均得分有顯著差異，實驗組在生活適應後測得分的降低顯著優於控制組；實驗課程對生活適應的增進有顯著的立即效果。 （二）實驗組與控制組在情緒智力後測的平均得分有顯著差異，實驗組在情緒智力後測得分的提升顯著優於控制組；實驗課程對情緒智力的提升有顯著的立即效果。 二、社會與情緒學習課程方案之延宕效果 實驗課程施行後第五週，進行生活適應與情緒智力的追蹤測，延宕效果為： （一）實驗組與控制組在生活適應追蹤測的平均得分有顯著差異，實驗組在生活適應追蹤測得分的降低顯著低於控制組；實驗課程對生活適應的增進有顯著的延宕效果。 （二）實驗組與控制組在情緒智力追蹤測的平均得分有顯著差異，實驗組在情緒智力追蹤測得分的提升顯著優於控制組；實驗課程對情緒智力的提升有顯著的延宕效果。 最後，根據研究結果提出具體建議，提供家長、教育工作者、教學研究者，以及未來後續研究參考之用。
Abstract The research is divided into two parts. The first part is: the CFA of the maladjustment in the elementary school; the second one is: the effects of the SEL curricula for 3th grade students. The former is the pilot study for the latter. After verifying the latent variables on the maladjustment in the elementary school, the researcher compiles the program of the SEL curricula on the basis of Research Part Ⅰ and properly implement the program of the SEL curricula for the prevention and the development in classroom guidance. In Research Part Ⅰ, there were 600 students in 4th grade and 600 students in the 5th grade with convenience sampling. There were 1200 students in total to participate in the self-reporting on Adjustment Problem designed by Ken-Chorng Lee and Hui-Min Ou in 2008 (4e). All of the 1200 students are studying at the medium elementary school in the northern, the middle, or the southern part of the Taiwan. There are 972 valid questionnaires with an effective rate of 81%. All of the research hypothesis, 1-1~1-9, were verified. The main findings of Research Part Ⅰ were as follows: 1.The goodness-of-fit about the life-adjustment on the maladjustment fit well. (1)Hypothesis 1-1 was verified. The problems on caring about other’s evaluation, physiological development & physical strength are the indicators for individual life-adjustment. (2)Hypothesis 1-2 was verified. The problems on parent-child communication, family problems & disciplinary attitude are the indicators for family life-adjustment. (3)Hypothesis 1-3 was verified. The problems on learning and school rules, learning attitude and study habits, teacher discipline, & teacher-student relationship are the indicators for school life-adjustment. (4)Hypothesis 1-4 was verified. The problems on life goals, self-ability, emotion, peer relationship, & social skills are the indicators for school life-adjustment. (5)Hypothesis 1-5 was verified. The life-adjustment latent variable consists of 4 psychological constructs: individual life-adjustment、family life-adjustment、school life-adjustment, & social life-adjustment. 2.The goodness-of-fit about the emotional intelligent on the maladjustment fit well. (1)Hypothesis 1-6 was verified. The problems on self-ability, caring about other’s evaluation, physiological development, physical strength, family problems, & emotion are the indicators for self-reflective emotional intelligent. (2)Hypothesis 1-7 was verified. The problems on life goals, disciplinary attitude, learning and school rules, learning attitude and study habits, & teacher discipline are the indicators for pressure-adjustment emotional intelligent. (3)Hypothesis 1-8 was verified. The problems on parent-child communication, peer relationship, social skills, & teacher-student relationship are the indicators for interpersonal relationship emotional intelligent. (4)Hypothesis 1-9 was verified. The emotional intelligent latent variable consists of 3 psychological constructs: self-reflective emotional intelligent, pressure-adjustment emotional intelligent, & interpersonal relationship emotional intelligent. In Research Part Ⅱ, the quasi-experimental of 2*2 pretest-posttest, follow-up test with non-equivalent group was adopted in the study. The subjects by non-random assignment were divided into two squads: 29 students in the experimental squad and 28 students in the control squad; the former received the SEL curricula, and the latter take the general curricula. The experimental squad had the SEL curricula for 13 units for 26 periods in 1.5 months. The main findings of Research Part Ⅱ were as follows: 1.The experimental group had significantly immediate effects than the control one in life-adjustment and emotional intelligence. (1)Hypothesis 2-1 was verified. After implementing the program of SEL curricula, the experimental group had lower average scores significantly than the control one on the posttest in life-adjustment; the results showed the program of SEL curricula had the immediate effects in improving the life-adjustment. (2)Hypothesis 2-2 was verified. After implementing the program of SEL curricula, the experimental group had higher average scores significantly than the control one on the posttest in emotional intelligence; the results showed the program of SEL curricula had the immediate effects in enhancing the emotional intelligence. 2.The experimental group had significantly delayed effects than the control one in life-adjustment and emotional intelligence. (1)Hypothesis 2-3 was verified. After implementing the program of SEL curricula for 5 weeks, the experimental group had lower average scores significantly than the control one on the follow-up test in life-adjustment; the results showed the program of SEL curricula had the delayed effects in improving the life-adjustment. (2)Hypothesis 2-4 was verified. After implementing the program of SEL curricula for 5 weeks, the experimental group had higher average scores significantly than the control one on the follow-up test in emotional intelligence; the results showed the program of SEL curricula had the delayed effects in enhancing the emotional intelligence Finally, according to the findings above, the research mode is an innovative approach: we can explore and verify the latent variables about some issues in the beginning, then to compile and implement a curriculum on the basis of pilot study. This research also provides suggestion for emotion education and future research.
描述 博士
國立政治大學
教育學系
98152517
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0098152517
資料類型 thesis
dc.contributor.advisor 陳婉真zh_TW
dc.contributor.advisor Chen, Wan-Chenen_US
dc.contributor.author (Authors) 周育滕zh_TW
dc.contributor.author (Authors) Chou, Yu-Tengen_US
dc.creator (作者) 周育滕zh_TW
dc.creator (作者) Chou, Yu-Tengen_US
dc.date (日期) 2019en_US
dc.identifier (Other Identifiers) G0098152517en_US
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育學系zh_TW
dc.description (描述) 98152517zh_TW
dc.description.abstract (摘要) 摘要 本研究計有兩部分：研究一—《國小兒童行為困擾第二階驗證性分析》，及研究二—《社會與情緒學習課程方案之效果研究》；研究一為後者的前導研究。研究一旨在探討國小兒童行為困擾，以了解國小兒童行為困擾背後是否指涉生活適應與情緒智力等此二者的潛在變項；並以此的研究結果，納入編擬《社會與情緒學習課程》方案的內涵，以為實施《社會與情緒學習課程》方案，落實班級預防性與發展性處遇的輔導。 研究一援用李坤崇、歐慧敏（2008）編製的《行為困擾量表》（第四版）以便利取樣徵集北、中與南部中型國小四、五年級1200名兒童（各600名）；剔除無效問卷，有效問卷計有972份，問卷有效率達81%。經驗證性因素分析，研究假設1-1~1-9均獲致驗證，結果如下： 一、國小兒童行為困擾在生活適應心理構念的測量模式具有良好的適配度 （一）關懷他人評價、生理發展與體力等行為困擾的觀察變項，為潛在變項「個人適應」的測量指標。 （二）親子溝通、家庭問題與管教態度等行為困擾的觀察變項，為潛在變項「家庭適應」的測量指標。 （三）課業與常規、學習態度與習慣、教師管教方法與師生關係等行為困擾的觀察變項，為潛在變項「學校適應」的測量指標。 （四）生活目標、自我能力、情緒、同儕互動與社交技巧等行為困擾的觀察變項，為潛在變項「社會適應」的測量指標。 （五）「生活適應」具有個人適應、家庭適應、學校適應與社會適應等心理構念。 二、國小兒童行為困擾在情緒智力心理構念的測量模式具有合理的適配度 （一）自我能力、關懷他人評價、生理發展、體力、家庭問題與情緒等行為困擾的觀察變項，為潛在變項「自我內省情緒智力」的測量指標。 （二）生活目標、管教態度、課業與常規、學習態度與習慣與教師管教方法等行為困擾的觀察變項，為潛在變項「壓力適應情緒智力」的測量指標。 （三）親子溝通、同儕互動、社交技巧與師生關係等行為困擾的觀察變項，為潛在變項「人際關係情緒智力」的測量指標。 （四）「情緒智力」具有自我內省、壓力適應與人際關係等心理構念。 研究二旨在探討實施《社會與情緒學習課程》方案之效果，了解實驗課程是否能具體協助孩子進行社會與情緒學習，增進生活適應，提升情緒智力，改善行為困擾；並彙整研究結果以提供未來課程編修與實施的建議。研究者以新竹縣隘口國小（化名）兩班學生為受試，接受《社會與情緒學習課程》的為實驗組（N=29），接受綜合領域活動如常課程的為控制組（N=28），進行前後測、追蹤測的準實驗研究；經十三單元（26節次；1040分鐘）的規劃與實施，研究假設2-1~2-4 均獲致驗證，研究結果如下： 一、社會與情緒學習課程方案之立即效果 實驗課程施行後一週內，進行生活適應與情緒智力的後測，立即效果為： （一）實驗組與控制組在生活適應後測的平均得分有顯著差異，實驗組在生活適應後測得分的降低顯著優於控制組；實驗課程對生活適應的增進有顯著的立即效果。 （二）實驗組與控制組在情緒智力後測的平均得分有顯著差異，實驗組在情緒智力後測得分的提升顯著優於控制組；實驗課程對情緒智力的提升有顯著的立即效果。 二、社會與情緒學習課程方案之延宕效果 實驗課程施行後第五週，進行生活適應與情緒智力的追蹤測，延宕效果為： （一）實驗組與控制組在生活適應追蹤測的平均得分有顯著差異，實驗組在生活適應追蹤測得分的降低顯著低於控制組；實驗課程對生活適應的增進有顯著的延宕效果。 （二）實驗組與控制組在情緒智力追蹤測的平均得分有顯著差異，實驗組在情緒智力追蹤測得分的提升顯著優於控制組；實驗課程對情緒智力的提升有顯著的延宕效果。 最後，根據研究結果提出具體建議，提供家長、教育工作者、教學研究者，以及未來後續研究參考之用。zh_TW
dc.description.abstract (摘要) Abstract The research is divided into two parts. The first part is: the CFA of the maladjustment in the elementary school; the second one is: the effects of the SEL curricula for 3th grade students. The former is the pilot study for the latter. After verifying the latent variables on the maladjustment in the elementary school, the researcher compiles the program of the SEL curricula on the basis of Research Part Ⅰ and properly implement the program of the SEL curricula for the prevention and the development in classroom guidance. In Research Part Ⅰ, there were 600 students in 4th grade and 600 students in the 5th grade with convenience sampling. There were 1200 students in total to participate in the self-reporting on Adjustment Problem designed by Ken-Chorng Lee and Hui-Min Ou in 2008 (4e). All of the 1200 students are studying at the medium elementary school in the northern, the middle, or the southern part of the Taiwan. There are 972 valid questionnaires with an effective rate of 81%. All of the research hypothesis, 1-1~1-9, were verified. The main findings of Research Part Ⅰ were as follows: 1.The goodness-of-fit about the life-adjustment on the maladjustment fit well. (1)Hypothesis 1-1 was verified. The problems on caring about other’s evaluation, physiological development & physical strength are the indicators for individual life-adjustment. (2)Hypothesis 1-2 was verified. The problems on parent-child communication, family problems & disciplinary attitude are the indicators for family life-adjustment. (3)Hypothesis 1-3 was verified. The problems on learning and school rules, learning attitude and study habits, teacher discipline, & teacher-student relationship are the indicators for school life-adjustment. (4)Hypothesis 1-4 was verified. The problems on life goals, self-ability, emotion, peer relationship, & social skills are the indicators for school life-adjustment. (5)Hypothesis 1-5 was verified. The life-adjustment latent variable consists of 4 psychological constructs: individual life-adjustment、family life-adjustment、school life-adjustment, & social life-adjustment. 2.The goodness-of-fit about the emotional intelligent on the maladjustment fit well. (1)Hypothesis 1-6 was verified. The problems on self-ability, caring about other’s evaluation, physiological development, physical strength, family problems, & emotion are the indicators for self-reflective emotional intelligent. (2)Hypothesis 1-7 was verified. The problems on life goals, disciplinary attitude, learning and school rules, learning attitude and study habits, & teacher discipline are the indicators for pressure-adjustment emotional intelligent. (3)Hypothesis 1-8 was verified. The problems on parent-child communication, peer relationship, social skills, & teacher-student relationship are the indicators for interpersonal relationship emotional intelligent. (4)Hypothesis 1-9 was verified. The emotional intelligent latent variable consists of 3 psychological constructs: self-reflective emotional intelligent, pressure-adjustment emotional intelligent, & interpersonal relationship emotional intelligent. In Research Part Ⅱ, the quasi-experimental of 2*2 pretest-posttest, follow-up test with non-equivalent group was adopted in the study. The subjects by non-random assignment were divided into two squads: 29 students in the experimental squad and 28 students in the control squad; the former received the SEL curricula, and the latter take the general curricula. The experimental squad had the SEL curricula for 13 units for 26 periods in 1.5 months. The main findings of Research Part Ⅱ were as follows: 1.The experimental group had significantly immediate effects than the control one in life-adjustment and emotional intelligence. (1)Hypothesis 2-1 was verified. After implementing the program of SEL curricula, the experimental group had lower average scores significantly than the control one on the posttest in life-adjustment; the results showed the program of SEL curricula had the immediate effects in improving the life-adjustment. (2)Hypothesis 2-2 was verified. After implementing the program of SEL curricula, the experimental group had higher average scores significantly than the control one on the posttest in emotional intelligence; the results showed the program of SEL curricula had the immediate effects in enhancing the emotional intelligence. 2.The experimental group had significantly delayed effects than the control one in life-adjustment and emotional intelligence. (1)Hypothesis 2-3 was verified. After implementing the program of SEL curricula for 5 weeks, the experimental group had lower average scores significantly than the control one on the follow-up test in life-adjustment; the results showed the program of SEL curricula had the delayed effects in improving the life-adjustment. (2)Hypothesis 2-4 was verified. After implementing the program of SEL curricula for 5 weeks, the experimental group had higher average scores significantly than the control one on the follow-up test in emotional intelligence; the results showed the program of SEL curricula had the delayed effects in enhancing the emotional intelligence Finally, according to the findings above, the research mode is an innovative approach: we can explore and verify the latent variables about some issues in the beginning, then to compile and implement a curriculum on the basis of pilot study. This research also provides suggestion for emotion education and future research.en_US
dc.description.tableofcontents 目次 第一章 緒論 1 第一節 研究動機 1 第二節 研究目的 5 第三節 待答問題 8 第四節 研究假設 10 第五節 名詞釋義 12 第六節 研究範圍 17 第二章 文獻探討 19 第一節 行為困擾的探析與相關研究 19 第二節 生活適應的探析與相關研究 41 第三節 情緒智力的探析與相關研究 53 第四節 社會與情緒學習》的探析的與相關研究 69 第三章 研究方法—國小兒童行為困擾第二階驗證性因素分析 88 第一節 研究對象及抽樣方法 88 第二節 研究工具 89 第三節 資料處理與統計分析 91 第四章 研究方法—《社會與情緒學習課程》方案之效果 99 第一節 研究對象與實驗安排 99 第二節 研究設計 102 第三節 研究工具 106 第四節 實驗課程 112 第五節 資料處理 125 第六節 實施程序 127 第五章 《國小兒童行為困擾第二階驗證性因素分析》的結果與討論 130 第一節 國小兒童行為困擾潛在於生活適應的心理構念 130 第二節 國小兒童行為困擾潛在於情緒智力的心理構念 140 第三節 研究結論與建議 149 第六章 《社會與情緒學習課程》方案之效果 151 第一節 實驗處理前受試組別統計量的結果與討論 151 第二節 《社會與情緒學習課程》方案之立即效果 154 第三節 《社會與情緒學習課程》方案之延宕效果 160 第四節研究結論與建議 166 第五節《社會與情緒學習課程》課後迴響 173 參考文獻 187 中文書目 187 英文書目 205 附錄 224 附錄一 評量工具申購單 224 附錄二《行為困擾量表》使用同意書 225 附錄三《情緒智能量表青少年版》使用同意書 226 附錄四 給家長《社會與情緒學習課程》的邀約 227 附錄五 給孩子《社會與情緒學習課程》的邀約 228 附錄六 給協助施測老師的一封信 229 附錄七 課堂學習單 230 附錄八 認識情緒塗鴉粉餅 257 附錄九 舒心紓壓好自在 259 附錄十 認識情緒自動裝置 262 附錄十一 壓力現形與壓力檢核 265 附錄十二 似是而非的想法和伎倆 267 附錄十三 奔向幸福的情緒「ABCDEF」 271 附錄十四 情緒疏洪道與生活舒壓 273 附錄十五 認識人際地雷與人際破冰 276 附錄十六 人際銀行的風險評估 278 附錄十七 瓶中信的典故與期許 279 附錄十八 我的瓶中信 280 附錄十九 生命腳本與勵志故事舉隅 282 附錄二十 《社會與情緒學習》—回家功課 283 附錄二十一 《親愛的家長，SEL結束了！》 309 附錄二十二 給孩子《社會與情緒學習課程》的叮嚀與祝福 310 附錄二十三 行為困擾的相關矩陣 311 表目次 表2-1 國小階段行為困擾相關使用量表 32 表2-2 生活適應定義與特徵摘要表 41 表2-3 生活適應衡量規準摘要表 44 表2-4 生活適應分類表 45 表2-5 情緒智力的沿革與定義 55 表2-6《社會與情緒學習》內容 73 表2-7 情緒教育歷史沿革的摘要表 77 表2-8《社會與情緒學習》相關研究的內涵與研究形式 80 表2-9《社會與情緒學習》相關研究實施對象與期程時間 83 表3-1 樣本所在地區與各年級分配表 88 表3-2 國小兒童行為困擾潛在於生活適應的心理構念 93 表3-3 國小兒童行為困擾潛在於生活適應的心理構念計分 94 表3-4 國小兒童行為困擾潛在於情緒智力的心理構念 96 表3-5 國小兒童行為困擾潛在於情緒智力的心理構念計分 98 表4-1 新竹縣隘口國小各年級學生人數之統計表 99 表4-2 新竹縣隘口國小三年級學生人數之統計表 100 表4-3 本研究準實驗前後測、追蹤測的不等組設計 105 表4-4 實驗課程內容綱要 112 表4-5《社會與情緒學習課程》課程實施計畫表 113 表4-6《社會與情緒學習課程》單元教學目標 115 表4-7《社會與情緒學習課程》方案內涵 123 表5-1 行為困擾於生活適應CFA模式的LAMBDA與GAMMA考驗 131 表5-2 行為困擾在生活適應構念因素CFA模式的THETA-EPS考驗 132 表5-3 行為困擾在生活適應的構念因素CFA模式的SMC考驗 132 表5-4 行為困擾在生活適應CFA模式適配後的相關參數 134 表5-5 行為困擾在生活適應心理構念CFA模式的配適度指標結果值 136 表5-6 行為困擾在生活適應心理構念CFA模式適配度檢核表 137 表5-7 生活適應在變項總效果參數估計值 138 表5-8 生活適應在變項ETA與KSI相關矩陣值 138 表5-9 行為困擾於情緒智力CFA模式的LAMBDA與GAMMA考驗 141 表5-10 行為困擾在情緒智力構念因素CFA模式的THETA-EPS考驗 141 表5-11 行為困擾在情緒智力構念因素CFA模式的SMC考驗 142 表5-12 行為困擾在情緒智力CFA模式適配後的相關參數 143 表5-13 行為困擾在情緒智力心理構念CFA模式的適配度指標值 144 表5-14 兒童行為困擾在情緒智力心理構念適配度指標通過檢核表 145 表5-15 情緒智力潛在變項總效果參數估計值 147 表5-16 情緒智力潛在變項ETA與KSI 的相關矩陣值 147 表6-1 實驗組與控制組在生活適應前測的組別統計量 151 表6-2 實驗組與控制組在生活適應前測的變異數分析摘要表 151 表6-3 實驗組別在情緒智力前測的組別統計量 152 表6-4 實驗組別在情緒智力前測的變異數分析摘要表 152 表6-5 實驗組別生活適應前測與後測的組別統計量 154 表6-6 實驗組別在生活適應後測組內迴歸同質性考驗的摘要表 154 表6-7 實驗組別在生活適應後測誤差變異量的Levene 檢定 155 表6-8 實驗組與控制組生活適應後測共變數分析的摘要表 155 表6-9 實驗組別生活適應後測調整後的平均數與標準差 156 表6-10 實驗組別在情緒智力前後測的組別統計量 157 表6-11 實驗組別在情緒智力後測組內迴歸同質性考驗的摘要表 157 表6-12 實驗組別情緒智力後測誤差變異量的Levene 檢定 158 表6-13 實驗組與控制組在情緒智力後測共變數分析的摘要表 158 表6-14 實驗組別情緒智力後測調整後的平均數與標準差 159 表6-15 實驗組別在生活適應前測與追蹤測的組別統計量 160 表6-16 實驗組別在生活適應追測組內迴歸同質性考驗的摘要表 160 表6-17 實驗組別在生活適應追測組誤差變異量的Levene 檢定 161 表6-18 實驗組與控制組在生活適應追蹤測共變數分析的摘要表 161 表6-19 實驗組別在生活適應追蹤測調整後的平均數與標準差 162 表6-20 實驗組別在情緒智力前測與追蹤測的組別統計量 163 表6-21 實驗組別在情緒智力後測組內迴歸同質性考驗的摘要表 163 表6-22 實驗組別情緒智力追蹤測誤差變異量的Levene 檢定 164 表6-23 實驗組與控制組在情緒智力追蹤測共變數分析的摘要表 164 表6-24 實驗組別情緒智力追蹤測調整後的平均數與標準差 164 圖目次 圖2-1 Salovey & Mayer (1990) 的情緒智力架構與內涵圖 57 圖2-2 Mayer & Salovey（1997） 的情緒智力架構與內涵圖 58 圖2-3 Brackett & Mayer (2003) 的情緒智力架構與內涵圖 58 圖2-4 De Beauport & Diaz（1996）的情緒智力架構與內涵圖 59 圖2-5王春展（1999）的情緒智力架構與內涵圖 59 圖2-6 Goleman（1995）的情緒智力架構與內涵圖 60 圖2-7 Boyatzis, Goleman & Rhee（2000）的情緒智力架構與內涵圖 61 圖2-8毛連塭（1996）的情緒智力架構與內涵圖 61 圖2-9 馮朝霖（1997）的情緒智力哲學與詮釋學觀點 62 圖2-10 馮朝霖（1997）的情緒智力架構與內涵圖 62 圖2-11 Bar-On（2000）的情緒智力架構與內涵圖 63 圖3-1 國小行為困擾潛在生活適應的心理構念CFA模式 95 圖3-2 國小行為困擾潛在情緒智力的心理構念CFA模式 96 圖4-1《社會與情緒學習課程方案效果之研究》研究架構圖 103 圖5-1 行為困擾潛在於生活適應適配後的參數估計關係圖 133 圖5-2 行為困擾在情緒智力心理構念適配後參數估計關係圖 143zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0098152517en_US
dc.subject (關鍵詞) 行為困擾zh_TW
dc.subject (關鍵詞) 生活適應zh_TW
dc.subject (關鍵詞) 情緒智力zh_TW
dc.subject (關鍵詞) 社會與情緒學習zh_TW
dc.subject (關鍵詞) malajustmenten_US
dc.subject (關鍵詞) life-adjustmenten_US
dc.subject (關鍵詞) emotion intelligenceen_US
dc.subject (關鍵詞) social and emotional learning (SEL)en_US
dc.title (題名) 國小兒童行為困擾第二階驗證性因素分析暨社會與情緒學習課程方案效果之研究zh_TW
dc.title (題名) The CFA of the Maladjustment in the Elementary School & the Effects of the SEL Curricula for the 3th Grade Studentsen_US
dc.type (資料類型) thesis-