The Self-Esteem Promotion Effects of Biblioguidance Program in the Classroom toward the High-Grade Students in the Elementary School

• Main Author: 沈秀敏
• Other Authors: 劉淑瀅
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/49930140623963942500

碩士 === 國立新竹教育大學 === 人資處輔導教學碩士班 === 99 === The study mainly targets at the discussion of "biblioguidance program in the classroom",BPIC, as well as the effect of the promoting self-esteem of school students. BPIC is a class guidance activity derived from the basic theory of bibliotherapy. The analysis adopts quasi-experimental design. The study objects are 6th grade students of a certain HsinChu county elementary school. Total students amount to 64 persons in 2 classes. One class is designed as the experimental group(32 persons) and the other, the control group(32 persons). The experimental group involved in BPIC 60minutes program once a week, in the period of consecutive 8 weeks. In the other hand, the control group involved in generic integrative activity field learning. The students' self-esteem questionaire use some quantitative instruments including psychological self-esteem, physical self-esteem, academic self-esteem, interpersonal self-esteem and family self-esteem. Both experimental and control groups scored pretest and post test for covariance and dependent variance respectively. The data was analyzed by ANOVA to verify the expected hypothesis. In the meantime, some qualitative data are proof and supplement of the research, such as those learning sheets , total activity feedback questionnaires, BPIC log sheets and so on. The conclusions show 1. BPIC did promote school students' psychological self-esteem, but the experimental group made no significant difference from the control one among physical self-esteem, academic self-esteem, interpersonal self-esteem and family self-esteem. 2. The students of the experimental group responded positively in BPIC program: Firstly, the students projected those good characters of the books on themselves. Hence they learned emotional experiences, thinking models of trouble shooting. Secondly, they looked at themselves in different view points. It made them more accept and appreciate their own attributes, making a positive self-appraisal. They saw a appropriate ego after all. Thirdly,They grew up in the interpersonal relationship. They became more sophisticated. Because of those grateful behaviors in BPIC, they followed the examples to appreciate or thank others who were kind to them. According to the conclusions, The study points out some suggestions for education, guidance and BPIC research reference.