The effects of self-management emotional education curriculum on young children's Emotional Intelligence

• Main Authors: CHOU, MEI-YING, 周美瑛
• Other Authors: Hsu, Da-Kuang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/67634793392584899215

碩士 === 輔仁大學 === 兒童與家庭學系碩士班 === 98 === Abstract The purpose of this study was to investigate the effects of self-management emotional education curriculum on young children. A quasi-experimental study was used. Three classes of young children were participants, who were divided into experimental group (n=52) and control group (n=23). The experimental group took twelve self-management emotional education classes, 40 minutes for each class. The control group did not take any classes. Two groups took a pre-test one week before the experiment, a post-test a week later. The experimental material picks the independent sample and the paired data sample t examination statistics and the analysis. On analysis, it gave the following results. 1 Self-management emotional education curriculum can promote the self-management ability on young children. 1-1 Self-management emotional education curriculum can promote the achievement motivation ability on young children. 1-2 Self-management emotional education curriculum can not promote he the delay of Gratification ability on young children. 1-3 Self-management emotional education curriculum can promote the autonomy ability on young children. 1-4 Self-management emotional education curriculum can not promote the frustration tolerance ability on young children. 1-5 Self-management emotional education curriculum can promote the optimism ability on young children. 1-6 Self-management emotional education curriculum can promote the commitment ability on young children. Key word: Emotional intelligence Emotional education Self-management