兒童中心團體遊戲治療對低成就學童的學業情緒、學習動機及學習成就影響之研究

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题名:	兒童中心團體遊戲治療對低成就學童的學業情緒、學習動機及學習成就影響之研究 The Effect of Child-Centered Group Play Therapy on Academic Emotions, Learning Motivation and Learning Achievement of Low Achievers
作者:	何彩榛
贡献者:	心理輔導學系
关键词:	兒童中心團體遊戲治療學業情緒學習動機學習成就低成就 Child-Centered Group Play Therapy (CCGPT) Academic Emotions、Learning Motivation Learning Achievement Low Achievement
日期:	2018
上传时间:	2018-05-04 11:45:53 (UTC+8)
摘要:	本研究主要目的為探討兒童中心團體遊戲治療是否對低成就學童在學業情緒、學習動機、學習成就上有所影響，如果有，其影響為何？本研究以兒童中心團體遊戲治療為介入方式，共進行為期六週，每週兩次，共12次，每次40分鐘。以國小低年級低成就學童為對象，共計三名(兩男一女)。為導師推薦學期成績為倒數三名的學童當中，透過瑞文氏彩色圖形推理測驗結果顯示智力正常，且評估其社交互動情形適合團體活動，並經由學童本人、家長、導師的同意後作為本研究之研究參與者。研究者在團體開始前與結束後，針對研究參與者的家長與導師進行半結構式之訪談，並蒐集學童在團體前後共三次之段考成績，以探究兒童中心團體遊戲治療對於低成就學童在學業情緒、學習動機、學習成就上的影響。本研究主要採用質性研究的內容分析法進行分析，並輔以量化資料如團體前後共三次段考成績，研究結果說明如下：一、在學業情緒的改善方面：學科學習的負向情緒降低，喜歡程度略為提升；寫作業及預複習的負向情緒整體而言略為降低；面對考試的負向情緒降低；面對學習困難時展現較正面的情緒。二、在學習動機的改善方面：學科學習專注度提升，學習意願略有增加；寫作業及預複習的主動性、專注度、花費時間皆有部份改善；考試的作答度及訂正程度略有改善；遇到學習困難時較為主動積極面對。三、在學習成就的改善方面：學童在參與團體過後，多數學童的學習成就都略有進步，但維持效果較不理想。整體而言，兒童中心團體遊戲治療對低年級低成就學童之學業情緒、學習動機及學習成就的改善有正面的效果。最後，本研究依據研究結果提出建議，以供實務工作者與未來研究者參考。 The purpose of this study is to explore the effects of Child-Centered Group Play Therapy (CCGPT) on the academic emotions, learning motivation and learning achievement of low academic achievers. Twelve sessions of CCGPT were conducted for a group of Second-Graders which comprised of two boys and one girl. These sessions were conducted twice weekly for 6 weeks and each session would lasted 40 minutes. Together with the results of three major exams which the group took during the semester, content analysis was performed on the interviews with the group’s parents and teachers before and after the sessions to facilitate this study. Three major findings would be discussed from this study. Firstly, the group experienced enhanced academic emotions as their negativity towards attending class was reduced while more enjoyments at learning were observed. Negative emotions towards homework were slightly reduced and their degree of negative emotions experienced during exams decreased. Moreover, they showed more positive emotions when confronting difficulties. Secondly, the group demonstrated a higher level of motivation in their learning. They were paying more attention in class as well as showing more willingness and eagerness to learn. In addition, they improved on their concentration level and were able to complete their homework in a shorter time. They were also more willing to complete and correct their own mistakes in the exam papers. Furthermore, they responded positivity when they encountered difficulties. Finally, the group made some improvements on their learning achievements. However, their academic progress did not sustain. In summary, the CCGPT has shown positive influences on low academic achievers on their academic emotions, learning motivation and learning achievement. Suggestions for future research and practitioners were also provided.
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