A Study of Senior Elementary School Teachers’ Cognition of Lower-grade in Elementary Students’ Frustration Tolerance and Counselling Strategy

• Main Authors: HO, Su-Chin, 何素勤
• Other Authors: 謝美慧
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/94505480309634198134

碩士 === 國立嘉義大學 === 幼兒教育學系研究所(Graduate Institute of Early Chil === 98 === This study aims to explore senior elementary school teachers’ cognition of frustration tolerance, their understanding of the interrelated factors in lower-grade students’ frustration tolerance, and how they cope with this type of student. Through classroom participation, semi-structured interview and document analysis, the research results found are as follows: 1.Senior elementary school teachers’ cognition of students’ frustration tolerance a.Senior teachers have educational professionalism and they believe every student has developmental potential. b.Senior teachers have positive perspectives concerning the subject of “frustration tolerance” and related programs; they believe cultivating students’ frustration tolerance can help them to reduce their deviant behavior. c.Senior teachers acquire their knowledge of frustration tolerance mainly by means of “workshops,” “self-learning” and “advanced studies.” d.Teachers play important roles, as an example, inquirer, coordinator and atmosphere creator in frustration education. 2.Contributing factors in lower-grade students’ low frustration tolerance a.Individual factors include students’ personal attributes and birth order; female students are more sensitive to frustration but recover more quickly than male students do, and have a stronger empathy towards others. b.Family factors include: dysfunctional family, valuing livelihood over education, and complicated or abnormal family background. c.Environmental factors include lack of peer group support, media distortion of correct concepts, teachers’ attitude and parents’ excessively high expectations. 3.Senior teachers’ strategy for strengthening students’ frustration tolerance a.Because lower-grade students are still in the process of developing themselves, senior teachers tend to give them more affirmation, encouragement and praise. b.Senior teachers can use stories to guide students in developing empathy and offer them an alternative method of expressing their emotions. 4.Senior teachers’ response strategy for students’ low frustration tolerance a.Senior teachers usually take on the role of coordinator to rationally analyze and resolve difficulties for students with low frustration tolerance. b.Due to schools’ inadequate counseling system, senior teachers tend to seek assistance from colleagues who teach the same grade as they do. c.Teachers can guide students in developing good values and judgment by communicating and analyzing child-raising problems with parents. d.Senior teachers can acutely observe students and set reasonable expectations so that students can adjust their emotions. Based on the conclusions, this study provides concrete suggestions for school administrators, teachers and researchers.