| Summary: | 碩士 === 國立新竹教育大學 === 特殊教育學系碩士班 === 92 === Abstract
The purposes of this study are：1.to realize the performances among General Intelligence（GI）, Emotional Intelligence（EI）and School Adjustment（SA）of junior high school students in an alternative school named Tsyr-huei class; 2.to investigate the immediate, long-term effects of Emtional Education Program（EEP）that promotes EI and SA of junior high school students in an alternative school named Tsyr-huei class.
A nonequivalent quasi-experimental design of pre-posttest follow-up test is adopted in this study. Two classes of the second grade junior high school students in an alternative school named Tsyr-huei class in Towyang County are selected as subjects. One class of 13 students is the experimental group; the other class of 12 students is the control group. The Wechsler Intelligence Scale for Children-Third Edition (WISC-III) Chinese Version, the Teenager Society Behavior Evaluation Form（TSBEF） developed by Dr. Hong Li-Yu (1999) and the Emotional Intelligence Inventory （EII）developed by Dr. Chiang Wen-tzu (2001), are administered to evaluate the performances among three instruments before the experiment. The TSBEF and the EII are administered to measure subjects’ EI and SA after one week of the experiment, also included six weeks after the posttest. The self-designed semi-structural interviews is conducted to realize subjects’ EI and SA during the experiment, the self-designed Feedback Survey of EEP is to elicit opinions of experimental group toward the program and to evaluate the outcomes of the program learning.
The experimental group received the treatment consisting of 12 units tutoring classes in 10 weeks（Twice a week, one is 90 minutes, the other is 45minutes）. In order to make the purpose works, the major editorial guideline of EEP is the EII. Besides, some conditions of students such as backgrounds, study styles, characteristics, events and mood in class are considered to help the subjects to promote their EI and SA. Analysis is based on descriptive statistics, Pearson product-moment correlation, t-test, one-way ANOVA, and qualitative methods.
The major findings are as followings:
1.The GI, EI, and SA between experimental and control group are equal but all subjects are significantly worse than other juveniles of the same age（second grade）. There is a significant connection between EI and SA （edition of students）; however, both of them have no connection to GI. Some personal backgrounds (male students, enrolment for second semesters, truant for 3 days, deprived, poor parenting) are dangerous factors of some mal-SA.
2.The t-test for the paired sample is used to determine the effects. There are immediate and long-term effects of EEP for promoting students' EI and two subscales including expression of emotion and utilization of emotion are significant also. There is no immediate and long-term effect on SA, but immediate effect on withdrawal /timidity and long-term effects on communication skills and study. However, some SA are getting worse（anxiety, edition of student; adjustment, edition of teachers ; initiative, edition of peer group）. When some SA (anxiety, edition of student; initiative, edition of peer group) are getting worse, students are easy to dropout. If students’ regulations of emotion aren’t promoted, teachers will not often think highly of students’ progressive behaviors but mal-adjustment（attack, misbehaviors, hyperactivity/impulsiveness, interpersonal problems）.
3.Data analysis from 27 interviewees of the semi-structural interviews：Placement of Tsyr-huei class students can help them to improve their family economic status, relationships with parents and teachers, independence, however, can’t help them to improve homesick and exclusion from the groups. The expression and regulation of emotion are the worse part of the students. Impulsive or anxious students are easy to drop out. The alternative school named Tsyr-huei class has to strengthen counseling skills of vocational teachers, length of vocational courses, school’s parent education, and emotional education of students.
Finally, some suggestions for these applications in education, guidance and the directions for further research are suggested based on the findings and the limitations of this study.
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