| Summary: | 碩士 === 國立台北師範學院 === 國民教育研究所 === 85 === Abstract The purpose of this study is
mainly to identify the verbal and behavior characteristics of a
child leader within a peer group. Subjects are four fifth-grade
girls from the same class. All of them are criscoss arranged
into 6 dyad pairs; therefore, each subjects has an opportunity
to team each other up. Each dyad is assigned to a similar task,
which demands subjects to produce a brief animal introduction
within 30minutes. 30 animal pictures are provided before each
session. Then they are videotaped while accomplishing the
assigned task in dyad with a specially desgned setting.
Videotapes are analyzed in seveal ways. Narratives, including
behavioral description and dialogue transcription, are written
for each interchange in which subject attempts to issue a
decision initial behavior, which could possiply results in a
decision. Detailed description of both the initiator''s
behaviors and the target child''s responses to that initiatives
are recorded. Specific categories of initiating and respond
behaviors are delineated from this analysis. According to
analysis, four subjects are ranked their group status. The group
status distance within each dyad is also measured on the basis
of Level Theory, which is used to explained the power
differentiation within each dyad pair. After group status is
ranked and group status distance is measured, videotapes are
then closely reviewed again. The leader and followers ineach
dyad are focused and cross-examined make comparison and
contrast.The results of videotapes'' re-examination include both
verbal and behavioral characteristics of a child leader within
small group. Verbal characteristics of a child leader are as
follows: 1. A child leader persuades followers usually without
providing reasons. 2. A child leader seldom asks questions. 3. A
child leader is more likely to make a boast of himself. 4. A
child leader is more inclinded to propose orders. 5. A child
leader is not willing to admit his own mistakes. 6. A child
leader breaks the rule more frequently than others. 7. A child
leader criticizes followers more than others. 8. A child leader
less cares other''s opinions. Behavial characteristics of a
child leader are as follows: 1. A child leader likes to be at
the central position. 2. A child leader occupies more space. 3.
A child leader is allowed to offense follower''s personal space.
4. Followers often model the leader within a peer group. 5. A
child leader is more involved in group task. 6. The behaviors of
a leader always initiate the behaviors of followers. 7. While
speaking, a child leader has the privilege not to look followers
directly. The most influential factor attributing to the group
status of four subjects is also discussed in this study. This
study, employing Joseph Berger''s EST(expectation status theory),
find that the academic performance is the most influential
factor of all related factors attributing to a child''s group
status.
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