| Summary: | 碩士 === 國立體育大學 === 休閒產業經營學系 === 105 === This study explored the impact of the one-year experiential education program on the emotional intelligence of adolescents. In the present study, a total of 27 teenagers were selected from a placement institution in New Taipei City. The “single-group assessment design” of the pre-harvest experimental design was supplemented by the qualitative and quantitative research. The “Emotional Quotient Inventory: Youth Version” tool. Data were analyzed before and after the treatment, respectively, for the five dimension (Intrapersonal, Interpersonal, Stress Management, Adaptability, General Mood) and the degree of improvement in emotional intelligence scores; for the qualitative part, the researcher “Participant observer” to guide “team observation log”, content analysis. To explore the effect of placement education on youngsters' participation in experiential education programs, the study was conducted in the following four groups: “Emotional Intelligence total score, Intrapersonal scale, Interpersonal scale, Stress Management scale, Adaptive scale, General Mood scale” score is affected? What are the possible implications?
At the statistically significant level of α = .05, the following results were obtained: After participating in the one-year experiential education program, the adolescents in the placement institutions had significant differences in the scores of Emotional intelligence, “Intrapersonal scale”, “Interpersonal scale”, “Stress Management Scale”, “Adaptation Scale”, “General Mood scale” and other ability to performance, have improved. Among the 8 teenagers in the place of placement were in the “Emotional Intelligence Score”, “Intrapersonal Scale”, “Stress Management Scale”, there was a significant differences.
The results of the qualitative data showed that the emotional history of the teenagers in the placement institutions in the emotional intelligence performance, the "interpersonal" appearance of the most emotional records, followed by "introspection", in order "adaptation", "stress Management-oriented ", at least recorded as" general mood". The reason can be divided into four points:
1. The program implementation team, for the emotional intelligence of concern.
2. The teenagers in the placement institutions, in the experience of educational programs in the process, to participate in the degree of investment.
3. The trust relationship between the teenagers in the placement institutions and the instructor.
4. The facilitator, the ability to guide.
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