台北地區國中音樂才能班學生情緒智力及其相關因素之研究
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2015
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Abstract
本研究旨在探討國中音樂才能班學生情緒智力之相關因素。研究對象為就讀臺北市和新北市國中音樂才能班學生共314人，採問卷調查法，使用鄭聖敏與王振德（2009）修訂「情緒智力量表青少年版」、為研究工具。運用描述性統計、t考驗、單因子變異數分析、卡方考驗、皮爾森積差相關及逐步多元迴歸分析等方法進行統計。研究結果發現如下：
一、情緒智力不因性別、主修學習時間、國小安置經驗有差異。
二、不同家庭社會地位在壓力管理達顯著差異。
三、音樂成就的預測力以壓力管理為最大。
最後根據研究結論，對教育相關工作者與未來研究提出建議，以作為音樂教育參考之用。
The purpose of this study was to investigate the related factors which influence the emotional intelligence of the students in musically-talented classes. Samples were 314 students in junior high school of Taipei City and New Taipei City. Research tools were “Emotional QuotientInventory： Young Version”translated by Cheng Sheng-Min and Wang Chen-Te(2009). The data was analyzed with descriptive statistics, t-test, one-way ANOVA, chi-square test, Pearson’s product-moment correlation, and stepwise multiple regression analysis. The results of this study were as follows： 1.Gender, the time of instrument study, and the experience of elementary school musically-talented classes, there were significant differences on emotional intelligence. 2.In terms of social status of family, there were significant differences on stress management. 3.Sress management were effective predictors of the students’ musical achievement. According the research results, the researcher made suggestions for the educational worker and future researches as the reference resources for the music education.
The purpose of this study was to investigate the related factors which influence the emotional intelligence of the students in musically-talented classes. Samples were 314 students in junior high school of Taipei City and New Taipei City. Research tools were “Emotional QuotientInventory： Young Version”translated by Cheng Sheng-Min and Wang Chen-Te(2009). The data was analyzed with descriptive statistics, t-test, one-way ANOVA, chi-square test, Pearson’s product-moment correlation, and stepwise multiple regression analysis. The results of this study were as follows： 1.Gender, the time of instrument study, and the experience of elementary school musically-talented classes, there were significant differences on emotional intelligence. 2.In terms of social status of family, there were significant differences on stress management. 3.Sress management were effective predictors of the students’ musical achievement. According the research results, the researcher made suggestions for the educational worker and future researches as the reference resources for the music education.
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情緒智力, 古典音樂風格偏好, 音樂成就, 國中音樂才能班, emotional intelligence, classical music style preferences, musical achievement, junior high school musically-talented classes