A Study of the Effect of Adventure-Based Counseling Group in Promoting Emotional Intelligence for Low EQ Junior High School Students

• Main Authors: Chiang Mei Ling, 江美玲
• Other Authors: 何英奇
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/03798535015760112905

碩士 === 國立臺灣師範大學 === 教育心理與輔導研究所 === 92 === A Study of the Effect of Adventure-Based Counseling Group in Promoting Emotional Intelligence for Low EQ Junior High School Students Mei — Ling Chiang Abstract This study aims to design a project of “Adventure-Based Counseling Group (ABCG)” to help junior high students whose EQ are low, and also investigate the effect of this project. A sample of 24 junior high school second grade students who possess lower emotional intelligence were selected and interviewed by using “Emotional Intelligence Scale for junior high school student ( EIS)”. The students were randomly assigned into experiment and control group, with 12 students in each group. Experiment group took a ten- week course of ABCG . Controlling group did not take any treatment. The instrument is EIS. ANCOVA is used to compare the differences between two groups, with the pre-test score of EIS as covariate and the post-test score as dependent variable. In addition, the feedback data from experiment group were analyzed so as to substantiate the experiment results. The findings of this study are as follows： 1. ABCG helps in promoting “overall” emotional intelligence of junior high school students; the “ego” dimension of emotional intelligence has the same effect, but not on the “inter-personal” dimension. 2. Findings of the feedback data from the members of experiment group on questionnaire are： a. Most of the overall feelings of the members towards ABCG are positive. b. The members prefer high motional, funny, fresh, challengeable and cooperative activities of ABCG which are helpful in promoting emotional intelligence. c. Emotion diary and emotion articles also provide positive effect in promoting emotional intelligence. d. The experience gained from ABCG can also be applied to the daily life. 3. From the class teacher’s observation records and group members’ feedback, the ABCG also provides positive effects for the other aspects of growth, such as inter-personal relationship, understanding oneself, self-recognition, and progress in study. Based on the findings, this study tried to construct a model to explain the changing process of the effect of ABCG. In addition, recommendations are provided for further studying ABCG and emotion education in school.