The research of children''s leading behaviors from group dynamic perspective

• Main Authors: Cheng, Ting-yao, 鄭鼎耀
• Other Authors: Lin Hsin-tai
• Format: Others
• Language: zh-TW
• Published: 1997
• Online Access: http://ndltd.ncl.edu.tw/handle/13663662270759498974

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.