高雄市國小高年級學生自尊、情緒調節與同儕關係之相關研究

A Correlation Study on Self-Esteem, Emotion Regulation and Peer Relationship of Fifth and Sixth Graders in Kaohsiung City

蘇筱容(HSIAO-JUNG SU)

指導教授 ： 胡夢鯨

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2016年)

摘要

本研究旨在探討高雄市國小高年級學生自尊、情緒調節與同儕關係之相關情形，採用問卷調查法，以「高雄市國小高年級學生自尊、情緒調節與同儕關係問卷」為研究工具，同時以104學年度高雄市國小之47091位高年級學生為研究對象，先後採取分層立意抽樣及叢集立意抽樣方式，抽取樣本數545人，有效樣本470人，所得資料以統計軟體SPSS for WINDOW 21.0版進行資料建檔與統計分析，統計方法包括：描述性統計、t檢定、單因子變異數分析、薛費氏事後比較、皮爾森積差相關和逐步多元迴歸分析等，分析資料，研究結論如下：
一、國小高年級學生自尊、情緒調節與同儕關係大致良好。其中，在情緒調節方面，以「情緒覺察」最高；在同儕關係方面，以「信任/親密」最高。
二、國小高年級學生之自尊，因父母教養方式不同而有顯著差異。其中，「開明權威型」教養方式顯著高於「專制權威型」。
三、國小高年級學生之情緒調節，因性別、教養方式與家庭結構之不同而有顯著差異。其中，女生情緒調節表現高於男生；接受「開明權威型」教養方式之學生其情緒調節顯著高於接受「專制權威型」教養者；和父母親同住者其情緒調節能力較佳。
四、國小高年級學生之同儕關係，因性別、教養方式與家庭結構之不同而有顯著差異。其中，女生的同儕關係較男生佳；接受「開明權威型」教養方式之學生其同儕關係顯著高於接受「專制權威型」教養者；和父母親同住者其同儕關係較佳。
五、國小高年級學生自尊與情緒調節具有相關，顯示自尊愈高者，情緒調節表現愈佳。
六、國小高年級學生自尊與同儕關係具有相關，顯示自尊愈高者，同儕關係愈好。
七、國小高年級學生情緒調節與同儕關係具有相關。其中，「整體情緒調節」與「利社會/支持」相關程度最高，顯示情緒調節愈佳者，同儕關係表現愈好。
八、國小高年級學生之自尊與情緒調節對同儕關係具有預測力。其中，最具預測力者為「情緒效能」。
最後，根據上述研究結果提出具體建議，以供學校行政單位、國小教師及輔導人員、家長與未來研究者之參考。

關鍵字

國小高年級學生 ； 自尊 ； 情緒調節 ； 同儕關係

並列摘要

The purpose of this study aims to explore the correlation among self-esteem, emotional regulation and peer relationship of fifth and sixth graders in Kaohsiung City. This study adopts questionnaire survey by using “Fifth and sixth graders’ self-esteem, emotional regulation and peer relationship questionnaire” as a research tool. Meanwhile, 47091 fifth and sixth graders were as the research object in the 104 academic year. The stratified purposive sampling and cluster purposive sampling method have been adopted. We took a sample of 545 people while 470 samples were valid. The data were coded and then analyzed by using the Statistical Package for the Social Science (SPSS for windows Release 21.0). The method of data analysis consisted of describe statistics, t-test, one-way ANOVA, Scheff’s posteriori comparison test, Pearson’s correlation, and Stepwise multiple regression analysis. The findings were as follows:
1. Fifth and sixth graders are generally good in self-esteem, emotional regulation and peer relationship. Among them, in the aspect of emotion regulation, “emotional awareness” is with the highest value; in the aspect of peer relationship, “trust/intimacy” is with the highest value.
2. There is a significant difference in self-esteem of fifth and sixth graders with different parenting styles. Among them, the “authoritative parenting style” is significantly higher than “authoritarian parenting style”.
3. The different genders, parenting styles and family structures have significant differences in emotion regulation of fifth and sixth graders. Among them, the emotion regulation performance of girls is higher than boys; the emotion regulation of students with “authoritative parenting style” is significantly higher than the breeding of “authoritarian parenting style”; moreover, the emotion regulation ability is better by living with parents.
4. The different genders, parenting styles and family structures have significant differences in peer relationship of fifth and sixth graders. Among them, the peer relationship of girls is higher than boys; the peer relationship of students who accepted “authoritative parenting” is significantly better than those who accepted “authoritarian” breeding; and the peer relationship is better by living with parents.
5. Students’ self-esteem and emotion regulation are related in fifth and sixth graders. Results show that the higher the self-esteem is , the better the emotion regulation performance will be.
6. Students’ self-esteem and peer relationship are related in fifth and sixth graders. Results show that the higher the self-esteem is, the better the peer relationship will be.
7. Students’ emotion regulation and peer relationship are related in fifth and sixth graders. Among them, “global emotion regulation” and “prosocial/support” are the most relevant. Results show that the better the emotion regulation is, the better the peer relationship performance will be.
8. Students’ self-esteem and emotion regulation have predictive power for peer relationship in fifth and sixth graders. Among them, the most predictive power is the “emotional efficacy”.
Finally, based on the above results, they provide concrete suggestions for school administrative units, school faculty, coaching staff, parents and future researchers.

並列關鍵字

fifth and sixth graders ； self-esteem ； emotion regulation ； peer relationship

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