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情緒管理教育訓練方案之規劃、實施與成效評估研究
A Study of Planning, Administration, and Assessment of the "Emotional Management Training Program (EMTP)"
1.陳斐娟
1.Fei-chuan Chen
1.國立雲林科技大學技術及職業教育研究所
1.Graduate School of Vocational and Technological Education ,National Yunlin University of Science & Technology
001,002,003,004
1.國立雲林科技大學技術及職業教育研究所
1.Graduate School of Vocational and Technological Education ,National Yunlin University of Science & Technology
002
1.行政院國家科學委員會
1.National Science Council
A.14 計畫執行期間(起):2000-08-01
A.14 計畫執行期間(訖):2002-07-31
A.16 收到日期:2002-11-04
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一般生 13 在職生 12

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C.2 聯絡日期:2002-11-05
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1.國立雲林科技大學技術及職業教育研究所
1.Graduate School of Vocational and Technological Education ,National Yunlin University of Science & Technology
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C.7 資料公開日期:0000-00-00
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008
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1.成效評估
2.情緒智力
3.情緒管理
4.教育訓練
1.Assessment
2.Educational Training
3.Emotional Intelligence
4.Emotional Management
本研究旨在根據Mayer和Salovey (1997)的「情緒智力」概念架構,並參考Goleman(1998)所提的情緒管理的教育訓練原則,與整合相關領域學者專家的意見,發展一套「情緒管理教育訓練方案」。本研究除採文獻分析外,並將研究對象分為一般生與在職專班研究生兩群,再運用標準化的測驗工具-情緒智力量表對研究對象在「情緒管理教育訓練方案」實施前後進行評量,並以開放式回饋問卷收集接受「情緒管理教育訓練方案」者的主觀感受來瞭解此訓練課程帶給研究對象的影響,藉以瞭解情緒管理教育訓練方案的成效。
本研究之主要發現如下:
(一) 從整體成效來看可說有明顯效果。 分別是在構面1-2辨認他人或作品透過語言、聲音、外表與行為所傳達情緒;構面2-1情緒會促使調整思考的先後順序,引 導注意重要的訊息;構面2-4不同的情緒狀態有益於特定問題的思考;構面3-1將情緒命名並描述情緒之間關係之能力;構 面3-2解釋情緒傳達相關意義的能力;構面3-3了解複雜情感的能力;構面4-2依照情緒判斷的訊息或效用,反省的投入或分離情緒的能力;構面4-4管理自己與他人情緒的能力。調節負向情緒與增加愉快情緒等八個構面上,方案實施前後達顯著差異。
(二) 在在職專班研究生之情緒管理教育 訓練課程成效部分,有構面1-2辨認他人或作品透過語言、聲音、外表與行為所傳達情緒;構面2-1情緒會促使調整思考的先後順序,引導注意重要的訊息;構面3-1將情緒命名並描述情緒之間關係之能力;構面3-2解釋情緒傳達相關意義的能力;構面3-3了解複雜情感的能力等五個構面在方案實施前後呈現顯著差異。
(三) 在一般研究生之實施成效部分有構 2-1情緒會促使調整思考的先後順序,引導注意重要的訊息;構面3-2解釋情緒傳達相關意義的能力;構面3-3了解複雜情感的能力;構面3-4辨識情緒間轉換的能力;構面4-4管理自己與他人情緒的能力、調節負向情緒與增加愉快情緒等五個構面在方案實施前後呈現顯著差異。
(四) 本研究所發展之情緒管理教育訓練 方案在一般生與在職專班兩群研究對象之實施成效上並沒有明顯之分別。

The purpose of this research is to integrate the opinion of the related discipline professors to developing a emotional management educational experimental training program for on-job training worker students and general graduate students Before and after the training program, the participants will complete the 「Emotional Intelligence Scale」 in order to assess the effect. Other criteria is participant’s 「Emotional Weekly Record」,and 「Open-ended Feedback Questionare」which are kinds of qualitative data.
The quantitative data was analized by t-test. The qualitative data will be open coded, categorized. Above results will be the effect of the emotional management training.
The result indicate that The"Emotional Management Training Program" is actually effective,especially on these domains,such as"Ability to identify emotions in other people designs ,artwork ,etc., through language ,sound ,appearance , behavior". "Emotion prioritize thinking by directing attention to important information". "Emotional states differentially encourage specific problem approaches such as when happiness facilitates inductive reasoning and creativity". " Ability to label emotions and recognize relations among the words and the emotions themselves, such as the relation between liking and loving". "Ability to intepret the meanings that emotions convey regarding relationships ,such as that sadness often accompanies a loss" . " Ability to understand complex feelings: simultaneous feelings of love and hate ,or blends such as awe as a combination of fear and surprise" "Ability to reflectively engage or detach from an emotion depending upon its judged informativeness or utility ". "Ability to manage emotion in oneself and others by moderating negative emotions and enhancing pleasant ones ,without repressing or exaggeration information they may convey".
The finding are discussed.

D.16 完成檢誤日期:2004-02-17
D.17 預定釋出日期:0000-00-00
D.18 初次釋出日期:0000-00-00
D.19_1 最新版釋出日期:0000-00-00
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