| Summary: | 碩士 === 國立屏東科技大學 === 幼兒保育系碩士班 === 93 === The purpose of the study is to explore second graded elementary students’ lying behavior, focusing on the differences of the lying behavior brought by gender, self-esteem and anger, and the possibility of predicting the lying behavior according to self-esteem and anger.
This 2×2 independent sampled experimental study consists of six angry story conditions and three kinds scale of self-esteem, anger and lying behavior. The subjects, 296 second graded students, were randomly selected from elementary schools in Pingtung and were divided into different kinds of group, such as male group, female group, high self-esteem group, low self-esteem group, high anger group, and low anger group. The data is analyzed in the way of two-way ANOVA, Pearson product moment correlation and multiple stepwise regression analysis.
The findings of the study are as follows: (a)Gender, self-esteem or anger almost did not bring significant differences to students’ lying behavior. (b)Gender almost did not bring significant differences to students’ lying behavior, but the variability of lying content between male students’ and female students’ was significantly different. The female students’ tendency was obvious. (c)Self-esteem almost did not bring significant differences to students’ lying behavior, but the variability of whole lying behavior between high degreed self-esteem students’ and low degreed self-esteem students of low degree was significantly different. The high degreed self-esteem students’ tendency was obvious. (d)Anger brought significant differences to students’ lying behavior. (e)Self-esteem with anger brought significant differences to students’ lying content and lying form. (f)The degree of correlation among self-esteem, anger and lying behavior was significantly different and from low to middle. (h)The predictive effect of angry reaction was the best.
According to the conclusions of this study, several suggestions were provided for related counselors and future research.
|
|---|
