Relationship of Elementary School Students’ Popular and Rejective Peer Relationship to Emotional Intelligence.

• Main Authors: Yi-Hsuan Tsai, 蔡壹亘
• Other Authors: George H. Chang
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/31677742166771046869

碩士 === 臺北市立教育大學 === 國民教育研究所 === 94 === The main purpose of this study is to examine the different level of emotional intelligence between popular children and rejective children for fifth and sixth grade elementary school students. This study employs “Survey of Elementary School Children’s Daily Life Experiences” and “Teacher Opinion of Elementary School Children’s Peer Relationships” for data collection. As a result of stratified random sampling, there are 704 effective samples for this study. The collected data are analyzed by Descriptive Statistics, X2 square, and One-way ANOVA. The conclusions of the study are as follows: 1. There are more popular children than rejective children, and the diverseness of sex, birth order, and family atmosphere affect children’s peer relationship. 2. Personality and emotionality are two of the most important factors affecting popular children; personality is the most important factor affecting rejective children. 3. The diverseness of birth order, family atmosphere, and size of school affect children’s emotional expression level. 4. The diverseness of sex, grade, birth order, numbers of siblings, and family atmosphere affect children’s emotional thinking level. 5. The diverseness of family atmosphere and district of school affect children’s emotional knowledge level. 6. The diverseness of grade, family atmosphere, and district of school affect children’s emotional management level. 7. In emotional expression and emotional management, popular children behaved significantly better than rejective children. According to the results and conclusions of this study, there are some suggestions for schools, teachers, parents, and educational researchers.