| Summary: | 博士 === 國立東華大學 === 教育與潛能開發學系 === 105 === The present study aims to construct and analyze a prosocial behavior checklist for the high graders in Miaoli elementary school. In the first phase of the study, this study adopts a focus group approach. Six experts, three are dominant in prosocial behaviors and the other three have plentiful counseling experiences, and three elementary teachers with specialization in counseling are also involved in the focus group to construct the prosocial behavior checklist. To ensure that the data collection methods are feasible in this study, a pilot study had been conducted in the second phase of the study. This research employed a stratified sampling survey of 192 high grade elementary students in Miaoli County. The pilot study is used to evaluate the reliability and validity of the proposed prosocial behavior checklist, so as to gain an in-depth understanding of students’ perspectives on prosocial behavior. In the pilot study, the descriptive statistics are analyzed through Excel. And the reliability coefficients are conducted by calculating Cronbach alpha coefficient. The results from the pilot study offer the researcher some available information to take it as a reference in the real study. The population in the real study will be 460. The quantitative data from the formal study will be analyzed through descriptive statistics, t-test, F-test and multiple regression. In conclusion, the major findings in the study suggested that: (1) the experts of the focus group largely concurred with the value of the construction and indicators of prosocial behavior, especially the behavior of helping others; (2) high graders in Miaoli elementary schools showed highly positive attitude towards the construction of prosocial behavior and overall performance in which more specific actions of care could be examined; (3) in whatever groups, there were significant differences in prosocial behavior among the students with different background variables in terms of gender, grade, parenting, peer relationship, experience of being the class cadre, academic achievement, and so on; (4) the results suggested that the students’ background variables in terms of gender, grade, parenting, peer relationship, and so on had 23.9% of predictive power for the four dimensions of and the overall performance of prosocial behavior; (5) As for the students in the high score group and the low score group, background variables could also be used to predict the performance of prosocial behavior, and they showed 37.1% of predictive power for the students in low score group. Some suggestions and implications which may be beneficial for future research are included at the end of the study.
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