| 摘要: | 本研究旨在瞭解新北市國小高年級學童「家庭教養態度」、「情緒智力」與「幸福感」之現況，並探討不同「個人背景因素」之國小高年級學童分別在「家庭教養態度」、「情緒智力」與「幸福感」上的差異情形，進而探討學童「家庭教養態度」、「情緒智力」與「幸福感」間之相關性。另欲進一步探究不同「個人背景因素」、「家庭教養態度」與「情緒智力」對學童「幸福感」之預測力。
本研究採「調查法」進行資料的收集與分析，以新北市公立國小五、六年級學童為研究母群體，施測樣本共460份，回收有效樣本422份，有效回收率為91.74%。本研究工具包括：「個人背景資料表」、「家庭教養態度量表」、「情緒智力量表」及「幸福感量表」。所得資料透過SPSS for Windows 22.0進行結果分析，分別以敘述性統計、單一樣本t檢定、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關，以及多元迴歸等統計方法進行分析。主要研究結果如下：
一、國小高年級學童「家庭教養態度」、「情緒智力」與「幸福感」之現況
1.國小高年級學童之整體「家庭教養態度」為「正向」之狀況。其中，子女所感受到的教養態度中，以「品德要求」最高，而以「關懷同理」平均得分最低。
2.國小高年級學童之整體「情緒智力」趨向「中高」程度。其中，以「認識自己的情緒」最高，而以「自我激勵」得分最低。
3.國小高年級學童之整體「幸福感」為「高」程度之狀況。其中，以「家庭滿意」最高，而以「自我滿意」得分最低。
二、國小高年級學童「家庭教養態度」、「情緒智力」與「幸福感」之差異情形
1.國小高年級學童之整體「家庭教養態度」會因「出生序」不同而有顯著差異。「排行老大」之高年級學童所感受到的整體「家庭教養態度」較「中間子女」為正向。
2.國小高年級學童之整體「情緒智力」會因「性別」不同而有顯著差異。「女童」之整體「情緒智力」較「男童」為高。
3.國小高年級學童之整體「幸福感」會因「家庭結構」不同而有顯著差異。「雙親家庭」學童之「家庭滿意」幸福感較「單親家庭」之學童為高。「大家庭」學童之「學習滿意」幸福感較「單親家庭」之學童為高。
三、國小高年級學童「家庭教養態度」、「情緒智力」與「幸福感」之相關性
1.國小高年級學童之整體「家庭教養態度」與整體「情緒智力」達「中程度之正相關」，意即國小高年級學童整體「家庭教養態度」愈正向，其整體「情緒智力」就愈高。
2.國小高年級學童整體「家庭教養態度」與整體「幸福感」達「中程度之正相關」，意即國小高年級學童之整體「家庭教養態度」愈正向，其整體「幸福感」程度就愈高。3.國小高年級學童整體「情緒智力」與整體「幸福感」達中程度之正相關」，意即國小高年級學童之整體「情緒智力」愈高，其整體「幸福感」程度就愈高。
四、國小高年級學童「個人背景因素」、「家庭教養態度」、「情緒智力」對「幸福感」之預測力國小高年級學童之「性別」、整體「家庭教養態度」及整體「情緒智力」在整體「幸福感」上達顯著水準，能預測受試學童之整體「幸福感」57%的變異量。意即當受試學童為「男生」，當其感受到的「家庭教養態度」愈正向肯定，其「幸福感」愈佳；當受試學童本身「情緒智力」愈高，其「幸福感」程度亦愈高。
根據上述研究結果，建議男童宜多觀察、學習表達自我情緒並增進同理心，以提高情緒智力。並建議學童透過探索興趣、發掘潛能，提高自信心及自我滿意之幸福感。再者，建議家長教養兒女宜關懷與管教並行、相輔相成。並能以身作則，潛移默化影響學童之情緒管理，且透過家長溫和、堅定的正向教養，提高學童之幸福感受。最後，建議學校規劃相關情緒教育、親職教育等課程與講座，協助家長與學童有效提升親子教養、情緒管理等知能，進而提高學童之幸福感受。
The main purpose of this research focused on the profile of "family rearing attitudes, "emotional intelligence", and "well-being" about senior students in elementary schools of New Taipei City, as well as to explore the variations of "family rearing attitudes, "emotional intelligence", and "well-being" among the students with different backgrounds. It is also, moreover, to discuss the relationships among the "family rearing attitudes", "emotional intelligence", and "well-being", and to investigate the prediction of "well-being" indifferent "individual background", "family rearing attitudes" , and "emotional intelligence".
The data collection and analysis of this research is based on the method of questionnaire method, the fifth and sixth grade students in the public elementary schools of New Taipei City as the mother groups. For the surveyed object, 460 samples are expected, 422 samples effective, the effective recovery rate is 91.74%. The research tools include: "Personal Background Information Questionnaire", "Inventory of Parents "Rearing Attitudes", "Emotional Intelligence Scale " and "Well-being Scale ". The data obtained from the test were analyzed by the statistical software package SPSS for Windows 22.0, including descriptive statistics, single-sample t-test, independent sample t-test, one-way ANOVA, Pearson’s product-moment correlation and Multiple regression analysis. The main results were as follows:
A.The profile of "family rearing attitudes", "emotional intelligence" and "well-being" of senior elementary students
1.The "family rearing attitudes" of senior students is good. Students have vibrations with above-average level and deflect to positive. Among them, the "family rearing attitudes" felt by students with the highest "moral requirements" and the lowest with the "caring and empathy".
2.The "emotional intelligence" of senior students is good. Students have vibrations with above-average level and deflect to positive. Among them, the "emotional level of knowing oneself " is the highest, and the "level of self- motivation" is the lowest.
3.The "well-being" of senior students is good. Students have vibrations with above-average level, and deflect to positive. Among them, the "family-satisfaction level" is the highest, and the "self-satisfaction level" is thelowest.
B.The differences in "family rearing attitudes", "emotional intelligence" and "well-being" of senior elementary students
1.There is significant difference in senior students with different "birth order" in the whole aspects of "family rearing attitudes". The feeling of the
elder child is more positive than the middle one.
2.There is significant difference in senior students with different "gender" in the whole aspects of "emotional intelligence". Female students are more positive than male ones.
3.There is significant difference in senior students with different "family structure" in the whole aspects of "well-being". The well-being of "family satisfaction" of "nuclear families" is more positive than that of "single-parent families". The well-being of "learning satisfaction " of students in "extened family" is more positive than those in "single-parent family". C.The relationship between "family rearing attitudes", "emotional intelligence" and "well-being"
1.The "family rearing attitudes" of senior students was moderately, significantly, and positively correlated with "emotional intelligence".
2.The "family rearing attitudes" of senior students was moderately,
significantly, and positively correlated with "well-being".
3.The "emotional intelligence" of senior students was moderately, significantly, and positively correlated with" well-being".
D.The predictive power of senior students "personal backgrounds", "Family rearing attitudes", "emotional intelligence"on "well-being" Senior students reached a significant level in "gender", overall "family rearing attitudes" and overall "emotional intelligence ". It could be predicted 57% of variables in subjects’ overall "well-being". This indicated that senior students who were male, their level of "family rearing attitudes" and "emotional intelligence" can predict the level of "well-being" effectively. According to the research results above, it is encouraged that senior male students should learn to express their emotion and cultivate empathy appropriately to enhance their emotional intelligence. It is also suggested that students should reinforce their self-confidence and happiness by exploring their habits and potential skills. Furthermore, for the parents, it is proposed to be able to care and discipline their senior children at the same time. Simultaneously, parents must manage their emotions and be good role models for their children. Finally, it is recommended that schools should plan and provide courses and lectures related to emotional education, parental education, etc., to help parents and students improve parent-child upbringing, emotional management and other knowledge effectively, thereby enhancing the well-being of students. |
