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

Investigating the Relationship between Emotional Intelligence, Interpersonal Relationships, and Classroom Engagement for Junior High School Students with Learning Disabilities.

陳昭如(Chao-Ju Chen)

指導教授 ： 王文伶

中原大學/人文與教育學院/特殊教育研究所/碩士(2017年)

https://doi.org/10.6840/cycu201700935

摘要

本研究旨在探討國中學習障礙學生的情緒智力、學校人際關係與學習投入的關係，以及人際關係中的師生關係和同儕關係是否扮演情緒智力與學習投入的中介角色。以一百零五學年度就讀桃園市公立國中資源班之學習障礙學生為母群體，採立意取樣方式進行資料蒐集，有效樣本數266份。使用「情緒智力量表」、「人際關係量表」、「學習投入量表」作為研究工具，利用描述統計、結構方程式模型進行資料分析。最後，研究結果如下：
一、學生情緒智力與人際關係之現況達到「中上」程度的表現，而在學習投入之現況則為「中下」的程度。
二、學生的情緒智力直接正向影響其學習投入。
三、學生的情緒智力直接正向影響其師生關係。
四、師生關係直接正向影響學生學習投入。
五、師生關係在學生情緒智力與學習投入中具有中介效果。
六、學生的情緒智力直接正向影響其同儕關係。
七、同儕關係直接正向影響學生學習投入。
八、同儕關係在學生情緒智力與學習投入中具有中介效果。
最後，依據上述研究結果提出建議，以提供國中資源班教師、相關教育行政單位與未來研究者參考。

關鍵字

學習障礙學生 ； 情緒智力 ； 人際關係 ； 學習投入

並列摘要

The purpose of this study is to investigate the relationship between emotional intelligence, interpersonal relationships, and classroom engagement for junior high school students with learning disabilities. Another purpose is to find out whether teacher-student relationship and peer relationship is a mediator between emotional intelligence and classroom engagement. A purposive sampling method was implemented to collect the data which includes 266 valid samples conducted by resource room students in public junior high school in Taoyuan City during 2016 academic year. This study adopted the survey research methods such as: “Emotional Intelligence Scale”, “Interpersonal Relationships Scale” and “Classroom Engagement Scale”. The collected data was analyzed by descriptive statistics and structural equation modeling. Finally, the results of this research are as follows:

1. The level of students’ emotional intelligence and interpersonal relationship is above average; while the level of students’ classroom engagement is below average.
2. Students’ emotional intelligence has a significantly positive effect on classroom
engagement.
3. Students’ emotional intelligence has a significantly positive effect on teacher-student relationship.
4. Teacher-student relationship has a significantly positive effect on students’
classroom engagement.
5. Teacher-student relationship is a partial mediator between students’ emotional intelligence and students’ classroom engagement.
6. Students’ emotional intelligence has a significantly positive effect on peer relationship
7. Peer relationship has a significantly positive effect on students’ classroom engagement.
8. Peer relationship is a partial mediator between students’ emotional intelligence and students’ classroom engagement.

Finally, according to the results of this research, several suggestions were made for resource classroom teachers, related education administrators, and other researchers.

並列關鍵字

students with learning disabilities ； emotional intelligence ； Interpersonal relationships ； classroom engagement

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