國中學生校園倫理認知與情緒管理智能及人際關係相關性之探討

本研究探討國中學生之「校園倫理認知」、「情緒智能」與「人際關係」之相關。希望藉由此研究，協助教師瞭解校園倫理的影響，以利教師推動品德教育。本研究所使用的工具，是參考相關文獻，所製成之「校園倫理認知量表」、「情緒智能量表」與「人際關係量表」。據此量表以作為蒐集實證資料之工具，並採用問卷調查法，以桃園市某國中8年級、9年級之學生為研究對象，分年級隨機抽樣，樣本數共計345人，有效問卷326份，有效問卷回收率94.5%。本研究採用PLS-SEM方法來驗證假設，並運用統計套裝軟體SPSS for Windows 20.0進行配套分析，加以統計分析。研究結果歸納如下： 1. 學生對仁愛原則認知愈強或對不傷害原則認知愈強，則他在瞭解自我情緒、瞭解他人情緒、控制自我情緒等三項情緒智能也會愈強。 2. 學生對尊重自主原則認知愈強則在瞭解自我情緒、瞭解他人情緒等二項情緒智能也會愈強。 3. 學生對正義原則認知和瞭解自我情緒、瞭解他人情緒、控制自我情緒等三項情緒智能沒有顯著關係。 4. 學生瞭解自我情緒愈強或瞭解他人情緒愈強或控制自我情緒愈強，則其人際關係密切程度也會愈高。 5. 學生的仁愛、尊重自主、不傷害原則的認知和其人際關係密切程度沒有直接顯著關係，而對正義原則認知愈強，其人際關係密切程度愈高。 6. 針對不同性別的學生而言，上述5項關係不完全相同，有顯著差異存在。

關鍵字

校園倫理認知；情緒智能；人際關係；倫理原則

並列摘要

This study is to investigate the relations between “moral cognition”, “mood management” and “interpersonal relationship” among the junior high school students. I also hope this study can help the teachers understand their students more when the teachers want to put the moral education into practice. Tools used in this study are made reference to domestic and foreign-related study on moral cognition, emotional intelligence and interpersonal relationship management and other related documents are also made available for measurement of making “moral cognition scale”, “emotional intelligence scale” and “interpersonal relationship scale”. These scales are made as tools to collect empirical data through the questionnaire methods which are used to collect the answers in a random sampling from the students in the eighth and ninth grades from a certain Junior High School in Taoyuan city. The total sample number is 345 and the valid questionnaires are 326 with an availability rate of 94.5%. This study runs under the PLS-SEM method to validate assumptions and makes the statistical analysis of the survey data through the statistical package SPSS for Windows20.0. Results are summarized below: 1. Students with stronger cognition on the beneficence principle or on the nonmaleficence principle tend to understand self-emotions and emotions in others better and can control their emotions better. 2. Students with stronger cognition on the autonomy principle tend to understand self-emotions and emotions in others better. 3. Students with stronger cognition on the justice principle tend not to understand self-emotions and emotions in others better and can’t control their emotions better. 4. Students’ stronger understanding of self-emotions or emotions in others is significantly related to their interpersonal relationships and so is the stronger control of their emotions. 5. For the junior high school students, their stronger cognition on the principles of beneficence, autonomy, nonmaleficence has no stronger relations with their interpersonal relationships. Their stronger cognition on the principle of justice has a significant relation with their interpersonal relationships. 6. For students of different sexes, there are significant differences between the above relations.