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NCUEIR > College of Education > Graduate Institute of Education > Dissertations and Theses > Item 987654321/6838

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6838

Title:	國中學生情緒智力、社會支持與幸福感關係之研究—以中部地區六縣市為例
Other Titles:	The Relationships among Emotional Intelligence, Social Support, and Well-being of Junior High School Students in Central Taiwan
Authors:	童心怡
Contributors:	龔心怡 Hsin-Yi Kung, Ph. D. 童心怡 Hsin-Yi Tung
Keywords:	情緒智力;社會支持;幸福感;結構方程模式 emotional intelligence;social support;well-being;structural equation modeling
Date:	2010
Issue Date:	2010-12-03
Description:	碩士教育研究所
Abstract:	摘要本研究的目的在探討國中學生情緒智力、社會支持與幸福感之關係，使用描述性統計進行資料處理與分析，並以結構方程模式驗證模式適配度，再由校正樣本與效度樣本資料進行模式的複核效化檢測，並比較在不同性別的國中生其情緒智力、社會支持與幸福感的差異性。本研究結果顯示：（一）國中學生的情緒智力現況為中等程度。（二）國中學生的社會支持現況為中等程度。（三）國中學生的幸福感現況為中等程度。（四）國中學生的情緒智力對其幸福感有正向的影響；國中學生的社會支持對其幸福感有正向的影響；國中學生的情緒智力對其幸福感的影響大於社會支持對其幸福感的影響。（五）國中學生的情?智力與其社會支持之間有顯著的正相關。（六）本研究建構的國中學生情緒智力、社會支持與幸福感之結構模式具有跨樣本的有效性與延展性。（七）不同性別的國中學生的情緒智力與幸福感上無顯著差異，但在社會支持上則是女學生多於男學生。最後，本研究根據研究結果提出對學校教育與未來研究的建議。 Abstract The purpose of this study was to investigate the relationships among emotional intelligence, social support, and well-being. The collected data were analyzed and structural equation modeling was used to validate the model fit of hypothesized model. Gender differences were examined in junior high school students’ emotional intelligence, social support, and well-being. The results indicated that junior high school students perceived an intermediate level on emotional intelligence, social support, and well-being. Second, students’ emotional intelligence and social support had a positive effect on well-being, and the effect of emotional intelligence was greater than social support while influencing well-being. Third, there was a significant positive correlation between students’ emotional intelligence and social support. Fourth, the structural model in the present study was cross-validated. Fifth, there were no differences on students’ emotional intelligence and well-being in genders, but girls had more social support than boys. Based on the results, the implications of these findings were discussed and suggestions were provided for schooling and future research.
Appears in Collections:	[Graduate Institute of Education] Dissertations and Theses

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