| Summary: | 碩士 === 國立嘉義大學 === 教育科技研究所 === 92 === The main purpose of this research is to explore what emotional disturbances that low personal intelligent undergraduate students were aroused when they were working cooperatively with other team members in a Project-based Learning (PBL) activity and how they adapted to the situation. Using a case study method, the researcher conducted in-depth interviews with and collected document from three students who had been identified with low personal intelligence according to Gardner’s theory of Multiple Intelligences. All the data were then transformed, coded and further analyzed in order to answer the research questions. The main findings of this research are as follows:
The emotional disturbances of the low personal intelligent undergraduate students during the Project-Based Learning activity:
1. The Project-Based Learning activity can be arranged into five different stages: Group formation, Topic generation, Data collection (both second-handed and first-handed), and Multimedia production. The subjects all had certain degree of emotional disturbance in the above five stages.
2. The main factors for causing the emotional disturbance are two-folded: the internal ones which are related to low personal intelligence and the external one which are not related to low personal intelligence.
3. Three major kinds of emotional disturbances are discovered: one with relationship to the project topics, one with relationship to the interpersonal relationship, and the third one with relationship to students’ self-concept.
The adaptation strategies subjects used in the emotionally disturbing situations and the results of such adaptations:
1. Three types of adaptation strategies that the subjects employed to adjust to their emotional disturbance are: Looking for other resources, Self-coping and Doing nothing. Self-coping was used most often.
2. Most of the emotional disturbances and adaptations are related to interpersonal relationship and communication.
3. Talking to other persons about their problems and concerns had positive effect on reducing subjects’ emotional disturbances.
4. Taking courses on or reading related books on human relationship and self-concept had little impact on decreasing the subjects’ emotional disturbances.
5. There was a tendency for the subjects to lose confidence and self-esteem if they failed to deal with interpersonal problems in the first place.
6. The connections between the subjects’ emotional disturbances and the adaptation strategies they used to cope with them can be organized into four types: one disturbance with one adaptation strategy; one disturbance with multiple adaptation strategies; one disturbance but without any adaptation strategies; and multiple disturbances with one adaptation strategy.
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