摘 要 本研究的目的在探討不同同儕地位(受歡迎組、拒絕組)兒童的生氣激起狀態、概念性角色取替能力發展,以及生氣激起狀態與概念性角色取替能力發展的關係。在生氣情緒方面,本研究採取Siegel(1986)『生氣多向度連續觀點』,包括生氣的前置情境(人際生氣事件)、生氣激起狀態(頻率、強度、持續度)。在概念性角色取替能力(conceptual role-taking)方面,則採用Selman(1971,1980)的定義為:『取替他人的心理觀點,了解他人思想和意向的能力,以及對於人們觀點如何相互關聯、協調的發展性了解(developing understanding),並且蘊含社會性要素』。 本研究採取隨機抽樣方式,以兩所國小四年級學童231名(124男107女),施以『同儕提名問卷』篩選37名受同儕歡迎、26名被同儕拒絕,再經由家長填答同意書後,以20名(10男10女)受同儕歡迎、20名(15男5女)被同儕拒絕的學童為對象。 本研究以『生氣激起狀態量表』、『概念性角色取替能力測驗—拾金不昧』為評量工具,所得資料以單因子變異數分析、相關考驗各項假設。本研究的結果如下: 1.人際生氣事件引起不同同儕地位兒童的生氣激起狀態之差異達顯著。 2.不同同儕地位兒童的概念性角色取替能力發展層級之差異達顯著。 3.兒童的生氣激起狀態與概念性角色取替能力發展層級呈顯著負相關。 研究者根據上述研究結果,提出三項教育及輔導上的應用,並檢討本研究的缺失,對未來的研究提出多項建議。
Abstracts The main purpose of this research was to explore the relationship among anger arousal state and the development of conceptual role-taking ability of fourth-grade students.In addition,the 40 subjects (the popular chidren:20, 10 bys 10girls;the rejected children:20, 15 boys 5 girls)were chosen from『 peer nomination』Completed by the 231 students(124 boys 107girls).Finally, the 40 subjects were administrated by Anger Arousal State Scale and Conceptual Role-Taking Test.The main findings were stated as follows: 1.There was significant difference between the popular and the rejected children on anger arousal scores. 2.There was significant difference between the popular and the rejected children on the development of conceptual role-taking ability. 3.There was significant negative correlation among anger arousal state and the development of conceptual role-taking ability of fourth-grade students.