| Summary: | 碩士 === 國立臺北教育大學 === 藝術學系碩士班 === 95 === Abstract
This paper aims to explore the impact of the implementation of ‘Self-concept developed group of art therapy approach’ on the primary self-concept of elementary high-grade students and on the secondary self-concept (family, school, look, body and self-concept).
The study adopted the experiment research design and the subjects are elementary high-grade students divided into the experiment group and the control group. The experiment group was engaged in the 8-unit art therapy activity while the control one was not; before and after the experiment courses began the 2 groups were engaged in the pre-test and post-test of ‘Elementary students’ self-concept scale’ and the data were process through ‘independent sample one-way ANCOVA’ via SPSS. We adopted the document, observation and interview data collected during and after the implementation period as the auxiliary analysis of statistic data in order to realize the impact of the activity on the elementary high-grade students.
The findings are:
1. There is no apparent difference between the pretest and posttest of the experiment group and the control group via independent sample one-way t-test. However, as for the mean we see the decline points of the self-concept of the control group and the rise of the experiment group. Via the analysis of the pretest and posttest of the experiment group via dependent sample t-test there is significant difference between the pretest and the posttest of the experiment group. According to the analysis and the interview content of students, guidance teacher and parents, the immediate counseling result of the art therapy activity concerning the self-concept of elementary high-grade students was demonstrated.
2. We put the pretest and the posttest of the self-concept sub-scales of the experiment group via dependent sample t-test and we found the difference existing in the look scale and there is no apparent difference concerning family, school, body and emotion self-concept. Nonetheless, in compliance with the observation data during the activity and the interview data of students, parents and guidance teacher after the activity, the members demonstrated more positive behaviors concerning the self-concept in family and at school.
Finally we propose the concrete suggestions to school, counseling persons and the further studies according to the results and findings.
|
|---|
