A Study on Correlation of Elementary School Children's Emotional Experiences with The School Time Events.
| Autor: | yung-ho chen, 陳永和 |
|---|---|
| Rok vydání: | 2003 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 91 The purpose of this study was to explore elementary school children’s emotional experiences. 680 samples were selected from fourth-grade and sixth-grade students of elementary schools in the Pingtung County. The collected data were analyzed by descriptive statistics, one-way ANOVA, Person’s product-moment correlation, multivariate analysis of variance, and regression analysis. The major findings of the study were as follows: 1.The school time events of children in elementary school, probably will be feeling accomplishments, achievements to be the most cases. To compare in the coping strategies, the problem-focused coping will be the most cases; by in the way of experience of emotions, probably mostly will be the joy emotions of experience. 2. The variances of the elementary school children’s background imply the significant differences in the school time events. Feminine children feel more accomplishments; The higher grade he (or she) is, the lower grades he (or she) gets the more persecution he (or she) feels, this includes: bad habits, to defy the authority of the teacher, bad relationships with his (or her) classmates, etc. 3.The variances of the elementary school children’s background imply the significant differences with the coping strategies. Feminine children, good students reveal problem-focused coping way; Sixth-grade students reveal the problem-focused escape、letting the emotions outburst than the fourth-grade students do. 4.The variances of the elementary school children’s background imply the significant differences in the aspect of experience of emotions. Feminine children feel more anxiety; the higher grade he (or she) is, the lower grades he (or she) gets the more negative emotions he (or she) feels. 5.The elementary school children’s personality traits have significant correlations with the school time events. Which accomplishment events correlate with the agreeableness; while the bad adaptation of learning, poor relationships with classmates correlate to the neuroticism. Bad habits, defying the teachers’ authority correlate to the negative domination. 6. The elementary school children’s personality traits have significant correlations with the coping strategies. Which problem-focused coping correlates with the conscientiousness, agreeableness, openness to experience, etc positive correlations; while the avoidance, losing temper, correlate with the neuroticism negative correlation. 7.The elementary school children in school time have significant correlation with the coping strategies. Which accomplishment events correlate with the problem-focused coping; bad adaptation of learning, poor relationships with classmates, bad habits, defying the teachers’ authority correlate to the avoidance, losing temper. 8.The variances of the elementary school children’s background have significant correlations with the experience of emotions. Which the higher grade, the lower grades students effect with the negative emotions. (Such as: sadness, anger, anxiety, shame) 9.The elementary school children’s personality traits have significant correlations with the experience of emotions. Which agreeableness, openness to experience effect to the positive emotions (such as joy); while the neuroticism effect with the negative emotions. ( sadness, anger, shame, anxiety) 10.The school time events of children in elementary school have significant correlations with the experience of emotions. Which the joy emotion has a great effect to the achievement; the negative emotions (sadness, anger, shame, anxiety) has a great influence in the bad adaptation of learning. 11.The elementary school children’s pressure events’ coping strategies have significant correlations with the experience of emotions. Which in anger, losing temper has a great effect to the emotion; anxiety and the shame will be the problem-focused coping most effective. Eventually the writer will be according to the consequence of this research, make some specific proposal to the elementary school educationist. Key Words: elementary school children, School Time Events, Emotional experience, Coping strategies, personality traits |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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