國小學童的性別及社交地位與歸因方式、人際信念、表情辨識能力以及友誼品質之關係

Abstract

本研究旨在探討國小四年級學童中，不同性別及不同社交地位者，其在人際事件上的歸因方式、人際信念、表情辨識能力以及友誼品質上的差異情形，並進一步了解學童的歸因方式、人際信念、表情辨識能力以及友誼品質是否能區別其社交地位。本研究以台北市幸安國民小學四年級學童為研究對象，共計316人（男生151人、女生165人），使用的研究工具包括「國小學童社交測量」、「國小學童人際歸因量表」、「國小學童人際信念量表」以及「國小學童友誼品質量表」；其中有135人（男生68人、女生67人）繼續參與「表情辨識實驗」。研究所得資料以雙因子（單變量）變異數分析、雙因子多變量變異數分析、單因子（單變量）變異數分析以及區別分析等統計方法處理。研究結果發現：（一）不同性別的學童在歸因方式上具有顯著差異；（二）不同性別的學童在人際信念上不具有顯著差異；（三）不同性別的學童在表情辨識能力上具有顯著差異；（四）不同性別的學童在友誼品質上具有顯著差異；（五）不同社交地位的學童在歸因方式上具有顯著差異；（六）不同社交地位的學童在人際信念上不具有顯著差異；（七）不同社交地位的學童在表情辨識能力上具有顯著差異；（八）不同社交地位的學童在友誼品質上具有顯著差異；（九）歸因方式、人際信念、表情辨識能力以及友誼品質可有效區別出國小學童的四種社交地位，達到預測效果。最後，研究者依據研究結果對教育及未來研究提出具體建議。

The main purpose of this study was to explore whether the students of different gender and different sociometric status were different in their interpersonal event attribution, interpersonal belief, facial expression recognition ability and friendship quality. A further purpose was to investigate whether or not these four variables could effectively discriminate their sociometric status. The participants were 316 fourth-grade students (151 boys and 165 girls) from an elementary school in Taipei. The variables of interest were measured by the Sociometric Scale, Interpersonal Attribution Scale, Interpersonal Belief Scale, and Friendship Quality Scale. There were 135 fourth-grade students (68 boys and 67 girls) participating in the facial expression recognition experiment using the SuperLab software. The obtained data were analyzed by two-way ANOVA, two-way MANOVA, one-way ANOVA, and discriminant analysis. The results of this study were as follows: First, there were significant gender differences in interpersonal attribution, facial expression recognition ability and friendship quality. But no gender differences were found in interpersonal belief. Second, the students with different sociometric status were different in interpersonal attribution, facial expression recognition and friendship quality, but not in their interpersonal belief. Third, these four variables of interpersonal attribution, interpersonal belief, facial expression recognition and friendship could discriminate elementary school students’ sociometric status. The findings were discussed and suggestions for education and future research were also proposed.