摘要 本研究旨在探討國小學童之情緒智力與成就動機之間的關係,本研究採問卷調查法,以桃園縣中山國民小學之五、六年級學童為研究對象。本研究所欲探討之問題,採描述性統計分析、單因子變異數分析、皮爾森積差相關等方法,對問卷資料加以分析處理。本研究之結果發現歸納為以下幾點: (一) 國小學童其情緒智力的整體表現達中等以上的程度。 (二) 國小學童其成就動機的整體表現達中等以上的程度。 (三) 國小學童的情緒智力與成就動機之間有顯著正相關。 (四) 國小學童的情緒智力與性別對成就動機沒有交互作用存在。 (五) 國小學童的情緒智力與年級對成就動機沒有交互作用存在。 (六) 國小學童的情緒智力與家長期望對成就動機沒有交互作用存在。 (七) 不同性別的國小學童,其情緒智力有顯著差異。 (八) 不同年級的國小學童,其情緒智力沒有顯著差異。 (九) 不同家長期望的國小學童,其情緒智力有顯著差異。 (十) 不同性別的國小學童,其成就動機沒有顯著差異。 (十一)不同年級的國小學童,其成就動機沒有顯著差異。 (十二)不同家長期望的國小學童,其成就動機有顯著差異。 最後,根據研究的結果,對家長、教育機關及後續的研究者提出建議。 關鍵字:情緒智力、成就動機。
Abstract The main purpose of this study is to explore the relationship between the elementary school students’ emotional intelligences and achievement motivations. The survey data were collected from the students in the fifth and sixth grades of Chun-Shan Elementary School in Taoyuan County. The data analysis adopts mean, standard deviation, one-way ANOVA and Person product-moment correlation, and the findings are as follows: 1. Elementary students’ emotional intelligences as a whole are above the average. 2. Elementary students’ achievement motivations as a whole are above the average. 3. There is significant correlation between elementary students’ emotional intelligences and achievement motivations. 4. There is no interaction in elementary students’ emotional intelligences and genders towards achievement motivations. 5. There is no interaction in elementary students’ emotional intelligences and grades towards achievement motivations. 6. There is no interaction in elementary students’ emotional intelligences and parents’ expectations towards achievement motivations. 7. There are significant gender differences in elementary students’ emotional intelligences. 8. There are no significant differences in elementary students’ emotional intelligences in relation to grades. 9. There are significant differences in elementary students’ emotional intelligences in relation to parents’ expectations. 10. There are no significant gender differences in elementary students’ achievement motivations. 11. There are no significant differences in elementary students’ achievement motivations in relation to grades. 12. There are significant differences in elementary students’ achievement motivations in relation to parents’ expectations. Based on the above findings, some suggests are proposed to parents, authorities and future researchers for their reference. Key word:Emotional intelligence, Achievement motivation