Title

情緒智力與高層次思考關係研究之後設分析

Translated Titles

A Meta-Analysis of the Relation between Emotional Intelligence and High-Level Thinking

DOI

10.6336/JUTe/2013.44(1)2

Authors

趙珮晴(Pei-Ching Chao);張芳全(Fang-Chung Chang)

Key Words

後設分析 ; 高層次思考 ; 情緒智力 ; meta-analysis ; emotional intelligence ; high-level thinking

PublicationName

臺北市立教育大學學報. 教育類

Volume or Term/Year and Month of Publication

44卷1期(2013 / 05 / 01)

Page #

29 - 49

Content Language

繁體中文

Chinese Abstract

本研究將臺灣地區的17篇碩士、博士論文和期刊,以後設分析探討情緒智力和高層次思考的關係,發現情緒智力和高層次思考在整體效果量具有正向顯著關係。調節變項在理論推導方面,國中小學的效果量大於高中大學和工作員工、資優和一般學生效果量高於工作員工、2007年到2009年效果量低於之前研究,以及批判思考、創造力和創新行為的效果量小於問題解決;研究設計方面,以臺灣單一縣市的效果量高於臺灣各地、樣本人數越多而效果量越小、抽樣隨機程度越高,其效果量越小。綜合上述,將提供相關實務與研究之建議。

English Abstract

The aim of this study is to explore the effect size (ES) of the relationship between emotional intelligence and high-level thinking within 17 master's & doctoral dissertations and periodicals with meta-analysis in Taiwan. It found a positive relationship between emotional intelligence and high-level thinking. As for the moderator variables on theoretical aspect, the ES of elementary and junior high students was higher than senior high students, undergraduates and employees; the ES of 2007 to 2009 studies was smaller than previous studies; the ES of critical thinking, creativity and innovative behavior were smaller than problem solving. Regarding the methodological aspect, the ES of single-country samples was higher than mixed-country samples; the ES of large samples was smaller than the small samples; the ES of high random sampling was smaller than low random sampling. According to these results, some conclusions and suggestions were proposed for practical applications and future research.

Topic Category 社會科學 > 教育學
Reference
  1. 李之光、潘宇倢(2011)。創造性戲劇對幼兒情緒調節之影響研究。人文社會科學研究,5(4),1-18。
    連結:
  2. 邱發忠(2010)。幽默理解的多重語義激發、好笑反應對創造力的影響-以右腦激發為中介變項。中華心理衛生學刊,23(2),183-217。
    連結:
  3. 邱發忠、陳學志、徐芝君、吳相儀、卓淑玲(2008)。內隱與外顯因素對創造作業表現的影響。中華心理學刊,50(2),125-145。
    連結:
  4. 張玉佩、潘裕豐(2008)。國小美術資優生與普通生過度激動特質與創造力之相關研究。資優教育研究,8(1),67-86。
    連結:
  5. 陳學志(2004)。從“哈哈”到“啊哈”-統整知、情、意、行的幽默課程對創造力培養的影響。教育心理學報,35(4),393-411。
    連結:
  6. 葉玉珠、李梅齡、葉玉環、林志哲、彭月茵(2006)。幼兒創造力測驗之發展。測驗學刊,53(1),129-154。
    連結:
  7. 葉碧玲、葉玉珠(2001)。國中生性別、年級、父母教育程度、批判思考與情緒智力之關係。教育心理學報,32(2),45-69。
    連結:
  8. 徐永康(2012)。閱讀與討論-高層次思考力的養成。取自:http://cultureandchildrenliterature.blogspot.tw/2012/02/blog-post.html
  9. Amabile, T. M.,Barsade, S. G.,Mueller, J. S.,Staw, B. M.(2005).Affect and creativity at work.Administrative Science Quarterly,50,367-403.
  10. Aspinwall, L. G.(1998).Rethinking the role of positive affect in self-regulation.Motivation and Emotion,22,1-32.
  11. Averill, J. R.(1999).Individual differences in emotional creativity: Structure and correlates.Journal of Personality,67(2),331-371.
  12. Bloom B. S.(1956).Taxonomy of educational objectives Handbook I: Cognitive domain.New York:Longman.
  13. Costa, A. L.(Ed.)(1985).Developing minds: A resource book for teaching thinking.Alexandria, VA:Association for Supervision and Curriculum Development.
  14. DfES(2003).Developing children's social, emotional and behavioural skills: A whole curriculum approach.London:Author.
  15. DfES(2004).Every child matters: Change for children.London:Author.
  16. Fries, A. B. W.,Pollak, S. D.(2004).Emotion understanding in post-institutionalized Eastern European children.Development and Psychopathology,16,355-369.
  17. Fujita, K.,Yaacov, T.,Nira, L.,Maya, L.-S.(2006).Construal levels and self-control.Journal of Personality and Social Psychology,90(3),351-367.
  18. Gazzaniga, M. S.,Ivry, R. B.,Mangun, G. R.(2008).Cognitive neuroscience: The biology of the mind.New York:W. W. Norton & Company.
  19. George, J. M.(2007).Dual tuning in a supportive context: Joint contributions of positive mood, negative mood, and supervisory behaviors to employee creativity.Academy of Management Journal,50(3),605-622.
  20. George, J. M.,Zhou, J.(2002).Understanding when bad moods foster creativity and good ones don't: The role of context and clarity of feelings.Journal of Applied Psychology,87,687-697.
  21. Gnezda, N. M.(2011).Cognition and emotions in the creative process.Art Education,64(1),47-52.
  22. Guastello, S. J.,Guastello, D. D.,Hanson, C. A.(2004).Creativity, mood disorders, and emotional intelligence.Journal of Creative Behavior,38(4),260-281.
  23. Haier, R. L.,Jung, R. E.(2008).Brain imaging studies of intelligence and creativity: What is the picture for education?.Roeper Review,30(3),171-180.
  24. Isen, A. M.,Reeve, J.(2005).The influence of positive affect on intrinsic and extrinsic motivation: Facilitating enjoyment of play, responsible work behavior, and self-control.Motivation and Emotion,29,297-325.
  25. Jensen, E.(2005).Teaching with the brain in mind.Aiexandria, VA:Association for Supervision and Curriculum Development.
  26. Kaugars, A. S.,Russ, S. W.(2000).Emotion in children's play and creative problem-solving.Creativity Research Journal,13,211-219.
  27. Lee, A.,Sternthal, B.(1999).The effects of positive mood on memory.Journal of Consumer Research,26,115-127.
  28. Lewis, M.(Ed.),Haviland-Jones, J.(Ed.)(2000).Handbook of Emotions.New York:Guildford.
  29. Marshall, P. J.,Fox, N. A.,Nelson, C. A.,Zeanah, C. H.(2004).A comparison of the electroencephalogram between institutionalized and community children in Romania.Journal of Cognitive Neuroscience,16,1327-1338.
  30. Moulson, M. C.,Fox, N. A.,Zeanah, C. H.(2009).Early adverse experiences and the neurobiology of facial emotion processing.Developmental Psychology,45(1),17-30.
  31. Pollak, S. D.,Cicchetti, D.,Hornung, K.,Reed, A.(2000).Recognizing emotion in faces: Developmental effects of child abuse and neglect.Developmental Psychology,36,679-688.
  32. Pollak, S. D.,Kistler, D. J.(2002).Early experience is associated with the development of categorical representations for facial expressions of emotion.Proceedings of the National Academy of Sciences,99,9072-9076.
  33. Pyone, J. S.,Isen, A. M.(2011).Positive affect, intertemporal choice, and levels of thinking: Increasing consumers' willingness to wait.Journal of Marketing Research,48(3),532-543.
  34. Rosenberg, M. S.,Adams, D. C.,Gurevitch, J.(1999).Metawin: Statistical software for metaanalysis: Version 2.0.Sunderland, MA:Sinauer Associates.
  35. Salovey, P.,Mayer, J. D.(1990).Emotional intelligence.Imagination, Cognition, and Personality,9(3),185-211.
  36. Schiller, P.,Willis, C.(2008).Of primary interest: Using brain-based teaching strategies to create supportive early childhood.Young Children,63(4),52-55.
  37. Spendlove, D.(2007).The locating of emotion within a creative, learning and product orientated design and technology.International Journal of Technology and Design Education,18(1),45-57.
  38. Udall, A. J.,Daniels, J. E.(1991).Creating the thoughtful classroom.Tucson, AZ:Zephyr Press.
  39. Yeh, Y. C.(2008).Age, emotion regulation strategies, temperament, creative drama, and preschoolers' creativity.Journal of Creative Behavior,42(2),131-148.
  40. 張春興(1996)。教育心理學-三化取向的理論與實踐。臺北市:東華。
  41. 葉玉珠(2002)。高層次思考教學設計的要素分析。通識教育學報,1,75-101。
Times Cited
  1. 陳昭如(2017)。國中學習障礙學生的情緒智力、學校人際關係與學習投入關係之研究。中原大學特殊教育研究所學位論文。2017。1-158。