| Summary: | 碩士 === 臺中師範學院 === 諮商與教育心理研究所 === 91 === The main purposes of this study were: (1) to understand cognitive style, anxious emotion and problem solving ability of the middle and high grade students in elementary schools; (2) to investigate the differences among cognitive style, anxious emotion, and problem solving ability of students from different background; (3) to explore the relationship among students’ cognitive style, anxious emotion, and problem solving ability; (4) to predict students’ problem solving ability with different background variables, cognitive style, and anxious emotion; (5) to provide some suggestions for school authorities, teachers, school counselors, and further study.
Questionnaire methods were employed in this study. The samples were 663 students, taking from the fourth and the sixth grades of elementary schools in the Central Taiwan. The research instruments included Cognitive Style Embedded-Figures Test, Anxious Emotion Scale, and Scale of Children’s Problem Solving Ability. Data obtained in the study were analyzed by descriptive statistic, t-test, Pearson’s product-moment correlation, and stepwise multiple regression. The findings are as follows:
1. As for cognitive style, middle and high grade elementary school students tend to be field independent nowadays. There is no significant difference between girl students and boy students in their cognitive style, but various grade in students’ cognitive style are significantly different. Compared with fourth grade students, sixth grade students tend to be more field independent.
2. As for anxious emotion, the anxiety intensity of middle and high grade elementary school students are middle-low level. There is significant difference between girl students and boy students in their anxious emotion. The anxious level of girl students is higher than boy students’. Various grade students have no significant difference in anxious emotion.
3. As for problem solving ability, the problem solving ability of middle and high grade elementary school students are higher than average in all dimension. The problem solving ability of sixth grade students are better than fourth grade students. Except the ability to think ahead the result, there is no significant difference between girl students and boy students in problem solving ability.
4. The cognitive style of middle and high grade elementary school students is negatively correlated with anxious emotion.
5. In all dimension of problem solving ability, there is no significant correlation between cognitive style and problem solving ability of middle and high grade elementary school students.
6. Anxious emotion of middle and high grade elementary school students is negatively correlated with problem solving ability in all dimension.
7. Among various background variables, cognitive style, and anxious emotion, the anxious emotion could most effectively predict upon students’ problem solving ability.
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