| Summary: | 碩士 === 國立花蓮師範學院 === 幼兒教育學系碩士班 === 91 === Abstract
The study aims to discuss how capable children are to practice the understanding of multiple emotions and hiding emotion. Also, it will tackle the question of peer status, which inevitably forms and occurs almost into all kinds of human activities, to see how it plays an important role to affect its interrelationship either between children’s understanding of multiple emotions or their hiding emotion. To further verify and prove whether there is a visual gap between the ability of children’s understanding of multiple emotions and that of hiding emotion, variables, such as sex and age, are added to examine the hypothetical equation. There are in total 109 Hua-lien children ranging from five- or six-year-olds from one kindergarten to third-graders and sixth-graders from one elementary school to participate in the research. The methodology adopted in the conduct includes Picture-board Sociometric Interview, peer nomination, measurement of the understanding of multiple emotions, and that of hiding emotion. Any collected figures and data is statistically processed by applying SPSS (version 10.0). Furthermore, the analysis of children’s reactions toward hiding emotion is gathered and analyzed.
Main findings of the research are as follows:
1. Difference in the understanding of multiple emotions affected in terms of children’s sex and age; the hiding emotion varied with the former variables
1-1.No significant and apparent difference is detected from children’s ability in understanding of multiple emotions in term of sex ; the same result occurs among their ability in hiding emotion.
1-2.Children’s ability in understanding of multiple emotions increases and enhances with age. Also, the level of their comprehension in multiple emotions rises up.
1-3.Sixth-graders’(eleven-or twelve-year- old children) and third-graders’(eight-or nine-year-old children) abilities in hiding emotion are significantly higher than that of five- or six-year-old kindergarden children. However, no obvious difference between sixth-graders and third-graders is found.
2. Relationship between children’s abilities in understanding multiple emotions and hiding emotion
A positive correlation is proved in the thesis of how the children manage to comprehend their multiple emotions and hiding emotion. The finding of degrees of how well children understand their multiple emotions helps to predict efficiently their hiding emotion. 11% of explaining any related situation and case is resulted.
3. Difference caused by peer status in children’s abilities in understanding of multiple emotions and hiding emotion among children of difference in age
3-1 . The difference caused by peer status in children’s abilities in understanding of multiple emotions among differncet age groups:
In comparison with five- or six-year-old kindergarden children and sixth-graders, children in the third grade reveal a difference resulted from the peer status. In a further analysis, the thesis finds out that the consequence of how third graders handle the multiple emotions lies in level 4. Among third-graders are divided into five groups: the average, the neglected, the popoular, the rejected, and the controversial. Overall, the average are better performed compared with the rest four groups. The development of the neglected and popoular children are better than that of the rejected and controversial groups.
3-2. The difference caused by peer status in children’s abilities in coping with hiding emotion among different age groups:
No apparent difference resulted from peer status exists in the children’s abilities in coping with hiding emotion. Meanwhile, the performance of children’s abilities in managing hiding emotion will not be influenced by difference in age and peer status, not even a direct interrelationship between both factors.
4. Development of children’s comprehending multiple emotions
Research findings: children participants in this study perform a distinquishing outcome from the results conducted by Harter in 1987. The average age of each level descends in the aspect of understanding of multiple emotions, revealing a faster growth in children’s development of understanding multiple emotions than what Harter concluded in his research.
5. Analysis of children’s reactions toward hiding emotion
This study concludes the situation of children’s reactions toward hiding emotion into four aspects. They are apparent emotion, motivation for apparent emotion, hiding emotion awareness and description of self emotional experiences.
5-1.In the discussioon of apparent emotion, five- /six-year-olds are more likely to choose to practice opposite emotions to disguise their real emotions. But with age, the frequency becomes less and less. Sixth-graders, on the other hand, choose to reveal their true emotions by adopting patterns that are accepted by the society. The younger, the more reluctant they are to show their true feelings without disguise.
5-2.In the discussion of children’s motivation for apparent emotion, younger children go for the very reason of self-protection to hide their true feelings, while older children choose to foster a prosocial motivation to hide. The younger, the more likely to avoid others owing to the motivation of self-protection.
5-3.In the discussion of hiding emotion awareness, children of younger age tend to judge how others feel by what they see and witness. Nevertheless, children of older age are more likely to predict others’ real emotions by contextual reasoning and mutual understandings of the situation.
5-4.In the discussion of self-emotion description, children are more capable of describing their own similar emotions with age.
Based on the findings of the study, may any suggestions produced in this thesis be a devotion to future researches and a reference in the application of affective education.
Key words: understanding of multiple emotions, ability of hiding emotion, peer status
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