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Effects of Emotional Education into the Integrative Activities Curriculum on Emotional Intelligence and Peer Interpersonal Relationship for Seventh Grade Students

By 賴怡妏 and Yi-Wen Lai

Abstract

[[abstract]]The purpose of this study were to design an emotional education into the integrative activities curriculum which was suitable for seventh grade students and to investigate the effects of the curriculum on students’ emotional intelligence and peer interpersonal relationship. The design of nonequivalent pretest-posttest control group, as quasi-experiment design was applied to the study. There were totally 67 seventh students from a junior high school in Taipei county participating in this study, 34 of which were assigned to the experimental group and 33 of which to the control group. Students in the experimental group went through 24 sections emotional education into the integrative activities for 8 weeks, 3 section(135 min), per week, while those in the control group accepted the original integrative activities curriculum. The quantitative instruments utilized to examine the effects of this study were ”Emotional Intelligence Inventory” and “Peer Interpersonal Personality”, which were administered at the end of the curriculum. The collected data were analyzed with one-way ANCOVA. The qualitative data including “feedback questionnaires”, “interview data from students and teachers”, “teacher’s reflective journals ” were analyzed to examine the effects of the curriculum. The findings were presented as the following. 1.Emotional education into the integrative activities curriculum is feasible. 2.Emotional education into the integrative activities curriculum could improve seventh students’ emotional intelligence, including the aspects of “emotional cognition”, “emotional expression”, “positive motivation ”, “emotional regulation ” and “emotional reflection ”. 3.Emotional education into the integrative activities curriculum could improve seventh students’ peer interpersonal relationship, including the aspects of “interpersonal support ”, “interpersonal cognition, “interpersonal requirement ” and “interpersonal interaction ”, but couldn’t improve the aspect of “solving conflicts”. 4.Students in the experimental group took positive and affirm attitude toward emotional education into the integrative activities curriculum. They liked various teaching methods and places, considered that the contents of the curriculum are very interesting and practical, were satisfied with every unit of the curriculum and considered that it is helpful to understand emotion, control emotion and improve peer interpersonal relationship. Therefore they liked to attend the curriculum . Base on the result of the study, the researcher also discussed and provided concrete suggestions for future development of emotional emotion schooling and research.

Topics: 情緒教育;綜合活動學習領域;情緒智慧;同儕人際關係, emotional education;integrative activities learning area;emotional intelligence;peer interpersonal relationship, [[classification]]10
Year: 2011
OAI identifier: oai:ir.lib.ntnu.edu.tw:309250000Q/68227
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