A Study of Optimism Teaching Program on the Explanatory Style of Children

• Main Authors: Yu-Ting Sun, 孫于婷
• Other Authors: Shu-Jane Chien
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/q8azzr

碩士 === 國立臺東大學 === 幼兒教育學系碩士班 === 98 === A Study of Optimism Teaching Program on the Explanatory Style of Children Yu-Ting Sun Graduate Institute of Early Childhood Education, National Taitung University Abstract This study is to probe the changes of children explanatory style before and after teaching optimism. Based on positive psychology, it is hoped to take optimistic explanatory style to build up a course of teaching optimism for children. The Nonequivalent pretest-posttest of quasi-experimental design is applied to teach optimism. The participants consisted of 56 students aged 75 months from two classes in Taitung. This optimistic course is based on Seligman’s positive psychology.There were 28 students in the experimental group and 28 students in the control group. Students in the experimental group went through the design Program which consists of 40 minutes twice a week in school time for 8 weeks. Totally, 15 classes are taught in experimental group. Another 28 children are assigned into control group and are not went through the design Program. The researcher of this study revised both Children’s Attribution Style Questionnaire (CASQ) established by Seligman, Kaslow and Tanenbau, and Children’s Explanatory Style Questionnaire developed by Tseng (2008). The revised versions are combined into one: Children Optimism Explanatory Style Scale – a scale for local children. It is administrated before and after teaching optimism to children and both groups are arranged with explanatory style test. Research data is processed with one-way analysis of covariance. The results: 1. The series of Optimism Teaching Program used in this study makes improvement in children Explanatory Style. 2. After children are given optimistic classes, in Children Optimism Explanatory Style Scale, PMB (permanent bad) is shown with a higher average and is statistically significant. PMG (permanent good), PVG (pervasiveness good), PVB (pervasiveness bad), PSG (personalization good), and PSB (personalization bad) demonstrated a raise in post-test average, but not significant. In the end of this paper, suggestions are made for future research and teaching methods based on the research results. Keywords：Optimism, Explanatory Style, Teaching Optimism