A Study of the Guidance Effects of Different Intervention

• Main Authors: Lee, Jui-Jung, 李瑞蓉
• Other Authors: Wang Junn-Ming
• Format: Others
• Language: zh-TW
• Published: 1996
• Online Access: http://ndltd.ncl.edu.tw/handle/78767092727339603218

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.