| Summary: | 碩士 === 國立台中師範學院 === 國民教育研究所 === 86 === The purposes of this study were to design an Emotional Education Program for third graders and to investigate immedi-ate and long -term effects of the Emotional Education Program on third graders'''' emotional intelligence.
A 2*2 pretest posttest follo-up test nonequivalent experimental-group control-group design was used in this study. Two classes of students from the third grade of an elementary school of the southern atea of Taichung were selected as sub-jects. One class was assigned to the experimental group, the other class was assigned to the control group. There were 21 boys and 20 girls in the experimental group. There were 21 boys and 20girls in the experimental group and 21 boys and 19girls in the control group . The experimental group received the Emotional Education Program which took eight weeks and eighty minutes each week. The control group received no treat-ment.
The Children''''s Emotional Scale which consists of three subscales (Awareness of Emotion, Expression of Emotion, and Regulation of Emotion ) was used to measure students'''' emotional intelligence and was administered before the experiment, in a week after the experiment, and eight weeks after the experiment. Data were analyzed with 2 (treatment :experimental or control ) *2 (sex: male or female) analyses of covariance. Also. the Emotional Education Program Survey and the Test of Emotional Concepts were given to the experimental group after the experi-ment to elicit students'''' opinions toward the Program and to eva-luate the outcomes of the Program learning.
Results were as follows:
1.There were the immediate enhancing effects of the Emo-tional Education Program on students'''' emotional intelligence except on the intelligence of regulation of emotion. Also,there were the long-term enhancing effects of the Emotional Educa-tion Program on students'''' emotional intelligence.
2.There were no sex differences in emotional intelligence. Also, there were no interactiove effects of treatment and sex on students'''' emotional intelligence.
Finally, some suggestions for the applications of education and guidance and the directions for future research were recom-mended based on the findings and the limitations of this study.
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