國小學童的家庭結構.親子互動.情緒智力與同儕互動關係之研究

Abstract

本研究旨在探討國小學童的家庭結構、親子互動關係、情緒智力與同儕互動關係間的關係，主要目的有五項：（一）編纂一份適用於評量國小學童之同儕互動關係的量表，並建立可供參照的常模，據此可瞭解不同性別與年級的國小學童，其同儕互動關係的差異情形。（二）探討不同家庭結構與親子互動關係的國小學童，其同儕互動關係的差異情形。（三）修訂「國小學童情緒智力量表」，並探討情緒智力表現不同的國小學童，其同儕互動關係的差異。（四）探討國小學童的家庭結構、親子互動關係、情緒智力對其同儕互動關係的預測力。（五）歸納本研究結果，對未來的親職教育與兒童輔導提出具體可行的建議，以作為教師、家長與輔導人員之參考。 本研究採「問卷調查法」，以1393名分佈於桃園縣、台北縣、台北市等地區的國小學生為研究對象，並使用「個人基本資料調查表」、「國小學童同儕互動關係量表」、「親子互動關係量表」、「國小學童情緒智力量表」等調查工具。所得資料以驗證性因素分析、信度分析、單因子多變量變異數分析、多元逐步迴歸分析、獨立樣本t檢定等統計方法來進行資料處理。綜合整個研究結果，本研究的主要發現如下： 一、以性別而言，女生在正向同儕關係的發展優於男生，男生在負向同儕關係的發展上比女生明顯。 二、以年級別而言，六年級學童之正向同儕關係的發展較好，但其在負向同儕關係上，也比其他年級明顯。 三、以家庭結構而言，雙親家庭的學童在正向同儕關係的發展上優於單親家庭的學童，而單親家庭的學童之負向同儕關係的發展較雙親家庭的學童更為明顯。 四、以親子互動關係而言，「聚頻心繫」型的學童之正向同儕互動關係優於「聚疏心離」的學童，而「聚疏心離」的學童之負向同儕互動關係比「聚頻心繫」者更為明顯。 五、以情緒智力而言，情緒智力為「高分組」的學童，其正向同儕互動關係優於「低分組」的學童，但「低分組」的學童之負向同儕互動關係比「高分組」的學童更為明顯。 六、國小學童的家庭結構、親子互動關係、情緒智力能有效預測學童同儕互動關係43.8﹪的變異量。

最後，研究者依據本研究結果進行討論、歸納結論，並提出具體建議，以作為教育、輔導以及未來研究的參考。

The main purpose of this research was to explore the relationship between schoolmates' interaction and family structures, parents-child interaction, emotional intelligence. There are five purposes included in the research :（1）edit a scale which is applicable to evaluate the interactions among schoolchildren, and then go on to construct such a referential model that will enable us to understand the differences among schoolchildren of all genders and grades.（2）explore the differences of interaction among schoolchildren of several sorts of family structures and various parents-child interaction.（3）revise “the scale of emotional intelligence for elementary students”, and explore the differences among schoolchildren of various emotional intelligence.（4）acquire predicability for schoolchildren's interaction between family structures, parents-child interaction, and emotional intelligence.（5）induce this thesis's findings for us to propose practicable suggestions which can be used for teachers, parents, as well as counseling workers. The way of questionnaire was adopted in this study. Our research targets are 1393 students who are studying in Taoyuan County, Taipei County, and Taipei City. Such research tools as “the questionnaire for personal basic data”, “the scale of interaction between peers for elementary students”, “the scale of parents-child interaction”, “the scale of emotional intelligence for elementary students” will be utilized here. Data gathered will be processed statistically with such tools as “confirmatory factor analysis”, “reliability analysis”, “one-way MANOVA”, “the stepwise regression procedure” , and “t-test”. We have found that： 1. In terms of gender, the development of positive interaction between peers for schoolgirls is better than schoolboys. And the development of negative interaction between peers for schoolboys is more obvious than schoolgirls. 2. In light of grade, the development of positive interaction between peers for the sixth grade is superior to other grades. However, the development of negative interaction between peers for the sixth grade is more obvious than other grades. 3. As to family structure, the development of positive interaction between peers for who live with parents is superior to those living with a single parent; while the development of negative interaction between peers for those who live with a single parent is more obvious than that of those living with their parents. 4. So far as parents-child interaction is concerned, the development of positive interaction between peers for thetype of “frequent-connection-and-mental- cohesiveness” schoolchildren is superior to that of “infrequent-connection -and -mental-incohesiveness” schoolchildren, while the development of negative interaction between peers for the type of “infrequent-connection-and-mental -incohesiveness” schoolchildren is more obvious than to the “frequent-connection -and-mental-cohesiveness” schoolchildren. 5. With respect to emotional intelligence, the development of positive interaction between peers for schoolchildren who score high in emotional intelligence is superior to those who score low in emotional intelligence. However, the development of negative interaction between peers for those who score low in emotional intelligence is more obvious than those who score high in emotional intelligence. 6. 43.8 percent of variations of schoolmates' interaction can be effectively predicted by schoolchildren's family structure, parents-child interaction, as well as emotional intelligence. In the end, the researcher based upon these findings and discuss them adequately, then go on to generate conclusions, and put forward concrete suggestions which can be used as ready references for further education, counseling, and future studies.