理情教育課程對國中學生理性思考、情緒穩定與自我尊重之影響

The Effects of Rational-Emotive Education on Rational Thinking, Emotional Stability and Self-Esteem of Junior High School Students

吳麗娟(Li-Chuan Wu)

《教育心理學報》 19期 (1986/05) Pp. 177-218

https://doi.org/10.6251/BEP.19860601.9

摘要

本研究旨在針對國中學生之身心特質及實際需要，設計一套適用的預防性輔導課程－「理情教育課程」，探討其對國中學生理性思考、情緒穩定及自我尊重的影響，並比較不同性別、不同智力水準學生的差異情形。本研究中試驗性研究對象，爲臺北市立弘道國民中學二年級的學生兩班計82人。正式實驗研究對象取自臺北市立明德國民中學二年級的學生八班計380人，隨機分派四班爲實驗組，接受理情教育課程，四班爲控制組，接受一般輔導活動課程。兩組教學皆由研究者親自擔任，每週進行二次教學，各為期六週（10小時）。以自編之「理性觀念測驗」（測課程內容習得）、「自我態度量表」（測自我尊重）及自行修訂的「個人信念量表」（測非理性觀念）、「情緒穩定性量表」（測情緒穩定）爲評量工具，所得資料分別以重覆量數二因子變異數分析和二因子共變數分析進行處理。本研究主要發現如下：⑴實驗課程對增進理性思考有顯著的效果：①實驗課程對增進理情教育課程內容的習得，有正向的效果。②實驗課程對减低非理性觀念，有正向的效果。⑵實驗課程對增進情緒穩定性有顯著的效果。⑶實驗課程對自我尊重沒有影響。⑷在增進理性思考、情緒穩定、自我尊重等方面，男女生的實驗效果均無顯著差異。⑸在减低非理性觀念及增進情緒穩定方面，高智力組學生的實驗效果優於低智力組學生；在增進理情教育課程內容習得及自我尊重方面，高、低智力學生的實驗效果則沒有顯著差異。本研究並根據研究結果和心得，提出若干建議以供未來研究之參考。

並列摘要

The purpose of this study was to develop a rational-emotive education (REE) program for junior high school students and to investigate its effects on students' rational thinking, emotional stability and self-esteem. The effects of sex and intelligence were also investigated.
In the pilot study, a program of cognitive emotional educationn based on the principles of Rational-Emotive Psychotherapy was developed and participated by 82 8th grade students for eight or fourteen 50-minute sessions. In the experimental study, the subjects consisted of 380 8th graders from eight classes in a junior high school. The experimental group (EG) and control group (CG) were composed of 4 classes respectively. In a period of six weeks, the EG received the REE, while the CG received a general mental health program. Both had ten 50-minute sessions.
In order to determine the effects of REE, all subjects were pre and post tested with the Rational Belief Test (RBT), a measure of content acquisition, the Personal Belief Scale (PBS), a measure of irrational ideas, the Emotional Stability Scale (ESS) and the Self Attitude Scale (SAS), a measure of self-esteem. The data obtained from this study were analyzed through the analysis of variance and the analysis of covariance.
The results of the study were summarized as follows:
1. The program of REE increased students' rational thinking.
(1) Students who received the REE scored significantly lower on the measure of content acquistion than those in the control group.
(2) Students who received the REE scored significantly lower on the measure of irrational ideas than those in the control group.
2. The REE program promoted students' emotional stability.
3. There was no significant effect of the REE on self-esteem.
4. There was no significant sex difference on all dependent variables.
5. It appeared that the effects of the REE on rational ideas and emotional stability were more salient for higher intelligence group than for lower intelligence group.
It was concluded that Rational-Emotive Education can increase students' rational thinking and emotional stability, this was especially true for higher intelligence students.
The implications of this study in both education and further research in the field were discussed at the final.