| Summary: | 碩士 === 國立台北師範學院 === 國民教育研究所 === 84 === A Study of the Guidance Effects of Different Intervention
Strategies on Primary Students with Aggressive Tendency
Jui-Jung Lee
ABSTRACT
The purpose of this study was to investigate the guidance
effects of different intervention strategies on aggressive
attitude, aggressive cognition, social skill and aggressive
behavior of primary students with aggressive tendency.
The subjects of this research consisted of 33 fourth grade
aggressive male students of Taipei Municipal Hsi-Men Primary
School.They were randomly assigned into experimental groupⅠ,
experimental group Ⅱ and control group.The two experimental
groups were administered 90 minutes small group guidance once
a week. The treatment for experimental groupⅠ was Aggression
Replacement Training (ART), whereas the experimental group Ⅱ
watching teaching video about the subject of"life and ethics"
and then writing their feedback.At the same time ,the control
group stayed in the class to attend group activities such as
flagraising ceremony,living and moral education,weekly meeting
and class meeting.
Five different kinds of inventories used for this study to
measure pretest,posttest and follow-up test.They were"Children
Living Attitude Inventory" ,"Children Living Experience Inven-
tory","Children Social Skill Inventory"(for student),"Children
Social Skill Inventory" (for teacher) and "Interpersonal Re-
lationship Inventory".The data were analyzed by one-way ANCOVA.
The results were summarized as follows:
1.The intervention strategy of watching tap of living and moral
education had immediate effect on students''''aggressive attitude,
whereas the ART didn''''t.But the two strategies had no significant
follow-up effect.
2.The two intervention strategies had no immediate and follow-up
effects on students'''' aggressive cognition.
3. There was significant difference between the two experiment
groups on improving students'''' self-judgment about social skill,
but the two strategies had no significant follow-up effect. In
addition, there was not any significant difference between the
two experiment groups and the control group.
4.The two intervention strategies had no immediate and follow-up
effects on improving teacher''''s judgment about students'''' social
skill.
5.The two intervention strategies had no immediate and follow-up
effects on improving teacher''''s judgment about students''''aggressive
behavior.
Finally, according to the results, the researcher examined
limitation and shortcoming of the research and submitted some
suggestions for guiding the students with aggressive tendency
primary school and further studies in the field.
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