| 摘要: | 本研究旨在了解國小高年級學童同儕關係與攻擊行為的現況，並考驗不同性別、年級、排行序、家庭結構、處罰方式與學業成績的國小高年級學童在同儕關係與攻擊行為的差異情形。同時，探討國小高年級學童的同儕關係與攻擊行為之相關性。
本研究採立意研究方式，針對臺北市某國小高年級學童進行調查，共發出問卷327份，回收問卷327份，回收率100%，其中回收有效問卷323份，回收有效率98.8%。以「基本資料調查表」、「同儕關係量表」、「攻擊行為量表」為研究工具，以百分比、次數分配、獨立樣本t檢定、單因子變異數分析，雪費事後比較、皮爾森積差相關為統計方法。茲將研究結論說明如下：
1.同儕關係的現況分析中，平均數最高的前三項為分量表「友誼」中之題項，顯示本研究之國小高年級學童在與同儕相處時，多能呈現友好關係。
2.不同年級、處罰方式及學業成績學童的同儕關係有顯著差異存在。
3.不同性別、年級及處罰方式與學童的攻擊行為有顯著差異存在。
4.國小高年級學童的同儕關係與攻擊行為呈負相關。
本研究的最後，對學童個人、家庭方面、教育單位及後續相關研究者提出建議。
This study aims to understand the current status of peer relationship and aggressive behavior of elementary school upper grade student, and test different gender, grade, birth order, family structure, punishment, and children's academic achievement of the country’s primary school children in peer relationship and aggressive behavior of difference scenarios. At the same time, explore the Peer relationship and aggressive behavior of primary school students correlation.
In this study, purposive research methods, carry out investigations into the founding of elementary school higher grades of part of students, a total of 327 questionnaires were returned 323 questionnaires, recovery efficiency 98.8%. In “Basic Information Survey”, “Peer relationship Scale”, “aggressive Scale” as a research tool, as a percentage, the number of distribution, independent samples t-test, one-way analysis of variance, snow fees afterwards compare Pearson product-moment correlation statistical methods. Have the findings as follows:
1.Peer relationship analysis, the average of the top three highest subscales are all “ friendship ”in the title item, display the country’s primary school children in this study mostly , friendly, maintained a good relationship.
2.Different grade, punishment, children's academic achievement, there are significant differences of peer relationship.
3.Students of different gender, grade, birth order, punishment the aggressive behavior has significant differences.
4.Aim to elementary school upper grade students, peer relationship have a negative correlation with aggressive behavior.
Finally, the student, the family, educational institutions aspects, social aspects of government units subsequent relevant recommendations of the study investigators. |
