本研究旨在探討「現實治療取向班級輔導活動」與「一般班級輔導活動」對國中學生自我概念、行為困擾及生活適應之輔導效果。採準實驗研究法,以台北市城中國中(化名)一年級116名學生(實驗組77名;控制組39名)為研究對象。實驗組進行為期十週,每週三節課之「現實治療取向班級輔導活動」,控制組則於該段時間進行「一般班級輔導活動」課程教學,未施予實驗課程之處理。研究工具以「自我態度問卷」、「行為困擾量表」及「國中小學生生活適應量表」進行前、後測及追蹤後測,測量所得資料以單因子共變數分析加以處理,先進行組內迴歸係數同質性檢定,若符合組內迴歸係數同質性檢定即進行單因子共變數分析;若不符合則以「詹森-內曼法」進行迴歸線相交點及差異顯著點的確定,以了解實驗處理之輔導效果。 研究結果顯示部分支持「現實治療取向班級輔導活動」對國中學生之輔導效果優於「一般班級輔導活動」的假設。其中在自我概念方面:實驗組成員在「自我態度問卷」全量表、「對自己身體特質的態度」分量表及「對自己能力與成就的態度」分量表前測得分較高者,在追蹤後測得分顯示顯著高於控制組。在行為困擾方面:實驗組成員在「身心發展困擾」分量表及「家庭生活困擾」分量表前測得分較高者,在「身心發展困擾」分量表後測及「家庭生活困擾」分量表追蹤後測得分顯示顯著低於控制組。在生活適應方面:實驗組成員在在「個人適應」分量表前測得分較高者,在追蹤後測得分顯示顯著高於控制組。 其餘研究假設皆未得到統計上的支持。研究者將在本文中敘述各項假設之考驗結果與討論,並對學校輔導工作及未來研究提出若干建議。
The study recruited 116 thirteen-grade students from a junior high school in Taipei to compare the effect of reality therapy and regular classroom guidance programs on their self-concept, behavior disturbance, and life adjustment capability. Among the participants, seventy-seven students were in a reality therapy program (i.e., the experimental group) and the the others were in a regular guidance program (i.e., the control group). The study used a questionnaire on personal attitudes, and quantitative tables regarding confused behavior and living adjustment capability. The author applied ANCOVA to analyze the data. If the data, however, failed to satisfay the assumption of ANCOVA (i.e., homogeneity of within-class regression coefiicient), the auther used Johnson-Neyman method to analyze it. The results of the study partially supported the hypothese of the study. On self-concept, students in the experimental group and with high pretested scores obtained statistically higher scores than students in the control group on “self-attitude”, “physical attitude”, and “attitude toward to personal ability and achievement.” On behavior disturbance, students in the experimental group and with high pretested scores obtained statistically lower scores than students in the control group on “behavior disturbance due to psychological factors” and “behavior disturbance due to family factors.” On life adjustment capability, students in the experimental group and with high pretested score on individual adjustment obtained statistically higher scores than students in the control group in the follow-up test. The other hypothese were not supported in the study. The author recommended potential research topics in the future and discussed the implication of the results of the study in junior high schools in Taiwan.