A study on high-grade elementary school students’ concepts of good death-- A case of elementary school students in Shulin, Taipei County

• Main Authors: Pei-Chuan Tsai, 蔡佩娟
• Other Authors: Si-Chi Chen
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/02351885045537127133

碩士 === 國立臺北教育大學 === 生命教育與健康促進研究所 === 97 === The purpose of this study is to understand the concepts of good death of subjects and probe the variation of concepts of good death of the subjects. The subjects are 1019 students sampled from the elementary schools in Shulin, Taipei County by sampling with probability proportional to size and stratified proportional random sampling method. A questionnaire, developed by researcher, on elementary school student’s concept of good death is used as the instrument. Results of this study show that the subjects’ concepts of good death integrates the development of a person's life experience, the traditional good death thinking and the point of view on modern medical. There are 19 good death items that can be categorized as "closure", "end of life" and "dying environment" three factors. 1.Factor 1, "closure", contains 11 concepts: "important things have been completed", "no regret", "desire to complete", "no vexation", "oneself or family are not sad", "relatives、friends and children are happy", "emotional stability", "family and friends are around and give blessing", "peace of mind", "with a happy smile", and "serene". The key to construct good death is to complete the individual, family, social and cultural expectations of the standards and to accomplish dreams. 2.Factor 2, "end of life", contains 5 concepts: "lie down in one’s own bed", "at home", "in sleep", "to die naturally", and "old enough to death". The meanings of these concepts are closely linked with the advances in medical technology. 3.Factor 3, "dying environment", contains 3 concepts: "in the beautiful nature", " clean and comfortable environment ", and "quiet surrounding". These 3 concepts show that the subjects are looking forward to the peaceful atmosphere, a sense of open space and an unique way to death. The concepts of good death of the subjects would have varying degrees of differences depending on their diverse backgrounds and environmental experiences. 1.The mean values on good death concepts of female are significant larger than male. It may be related to sociocultural different gender role expectations. 2.The concepts of good death of the subjects would have no significant difference between whether subjects or parents have religious beliefs or not. It may be related with that subjects were neutral on religious beliefs. 3.The mean values on good death concepts of the subjects who have experienced relative’s death are significant larger than who have never experienced. It may be related with that the subjects who have experienced the death of relative would make themselves develop a deeper level of recognition of life. 4.The concepts of good death of the subjects would have no significant difference between whether with experience of contacting pet’s death or not. 5.The concepts of good death of the subjects would have no significant difference between distinct illness experiences. 6.The mean values on good death concepts of the subjects who’s family would talk about death publicly are significant larger than those who do not talk about death publicly. It may be related with that if family members talk about death publicly, it would bring positive death concepts to the subjects. 7.The concepts of good death of the subjects would have no significant difference between whether with experience about life death education or not. It may be related with that there is no specialized course on life education in the current education system for primary stage. 8.The mean values on good death concepts of the subjects who have no experience of contacting electronic games of war and violence are significant larger than those who have the experiences. It may be related with that the contacts have a more immature death concept of irreversibility, and numbness of death-related feelings. Accordingly, the researcher brings up suggestions about life education curriculum based on good death as the core concept, and advice for future research.