| Summary: | 碩士 === 明道大學 === 課程與教學研究所 === 101 === This study explored the effects of positive guidance intervention on self-efficacy of external behavioral problems’ students in elementary school. A quasi-experimental design was used in this study. Twelve children with external behavioral problems from one elementary school were selected to participate. They were randomly assigned to the treatment group and the alternative treatment group. The treatment group participated in 20-session (twice a week) of positive guidance intervention. Data were collected from multiple resources, including pre-test and post-test scores of the inventory, immediate field notes taken by the observer, research dairy of the first author, transcripts from in-depth interviewing with each participant right after each session, as well as group feedback and reflection on personal changes reported by each participant after the termination of the program. Data were analyzed both quantitatively and qualitatively.
Results showed positive guidance intervention could’t improve the goal-setting efficacy and self-monitoring efficacy of the external behavioral problems’ students. Positive guidance intervention could improve the self-incentives efficacy of the external behavioral problems’ students. However , it had effect on the students’ external behavioral problems rated by teachers,classmates, and themselves.
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