A study of using constructive thinking classroom counseling program to improve the frustration tolerance of elementary school students

• Main Authors: Hsin-Tze Chi, 紀杏姿
• Other Authors: Chi-Wei Lin
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/28203522815212050180

碩士 === 國立花蓮師範學院 === 輔導碩士班 === 93 === ABSTRACT The purpose of this research was to examine the effectiveness of the counseling activities in class in improving elementary students’ frustration tolerance. The present study was a static pretest-posttest control group design. 121 fifth-grade students were the research subjects and were assigned to experiment and control groups by their classes. Each week the experiment group would take two 40-minute sessions of constructive thinking counseling activities. This study lasted for 8 weeks and the total sessions were 16. On the other hand, the control group did not receive any experiment. The design of the experiment focused on constructive thinking to building frustration tolerance. The results were based on the pre and post tests of frustration tolerance scale and delinquest behavior scale. The collected data was later analyzed by 2-way ANCOVA. In addition, the comments and feedback from the students and teachers were also evaluated through students’ feedback form, and the teachers’ self-reflection notes. The conclusions are as follows: 1. In terms of the impacts of frustration tolerance, the total scores of the experiment group on the posttest of frustration tolerance scale were significantly higher than those of the control group. Significant differences were also found between experiment and control groups on five of the eight subscales. The experiment groups demonstrate greater improvement on frustration tolerance. 2. No interaction was found between treatment and gender, as well as between treatment and grades for frustration tolerance scale. Male and female students as well as high and low achievers can equally benefit from the program. 3. With respect to impacts on delinquent behavior, the total scores of the experiment groups on the posttest of delinquent behavior scale were significantly higher than those of the controlled group. 4. No interaction was found between treatment and gender, as well as between treatment and grades for delinquent behavior scale. Male and female students as well as high and low achievers can equally benefit from the program in terms of student conduct. 5. After taking those constructive thinking counseling activities, subjects in the experimental group showed remarkable progress and improvements in regard of frustration tolerance such as facing frustration bravely and resolving problem skills. Based on the above conclusion, the researcher provided some suggestions in the implication of counseling, teaching, and future studies. Key words: frustration tolerance, constructive thinking, delinquest behavior.