| Summary: | 碩士 === 國立臺北教育大學 === 心理與諮商學系碩士班 === 100 === The aim of this study is to compare the social information- processing models between children with different social anxiety levels as well as to examine the correlations between any two adjacent stages of the social information-processing model.
Two procedures were taken in sequence to conduct the study. First, by convenience sampling, grade 5 and 6 students (N=407) were screened and categorized into high and low socially-anxious groups after completing the Social Anxiety Scale for Children-Revised (Chinese Version). The second, selected highest and lowest socially-anxious students were invited to attend one-to-one interviews where they were exposed to ambiguous social stories presented by pictures and instructed to answer questions to each story. Responses of 83 (H=47, L=36) students were further analyzed by statistical methods: t-test, Chi-square test, Ψ coefficient and contingency coefficient. The results could be summarized as follows.
A. The comparison of the social information-processing models between high and low socially-anxious children:
a. There was no significant difference in social information encoding biases.
b. High socially-anxious children displayed more hostile attribution.
c. There was no significant difference in self-defeating attribution.
d. Low socially-anxious children showed higher inclination to goal settings in maintaining peer relationships.
e. There was no significant difference in outcome expectations of avoidance behavior.
f. High socially-anxious children had lower self-efficacy in instrumental goal-directed behavior.
g. There was no significant difference in the tendency of selecting avoidance behavior as response.
B. Self-efficacy in avoidance behavior was significantly higher than instrumental goal-directed behavior among high socially-anxious children.
C. The results of the comparison between two adjacent stages of the social information-processing model.
a. There was no significant correlation between social information encoding and interpretation.
b. There was no significant correlation between social information interpretation and social goal settings.
c. There was no significant correlation between social goal settings and response selection.
Based on the results of this study, several suggestions have been proposed for education and counseling use in school as well as for further researches.
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