國中輔導人員情緒智能與輔導自我效能之相關研究
Abstract
本研究主要目的在探討不同背景變項之國中輔導人員在情緒智能與輔導自我效能之差異情形，及國中輔導人員情緒智能與輔導自我效能的關係。本研究方法為問卷調查法，研究者以台灣地區19個縣市之國中輔導人員為研究對象，實際回收500份問卷。本研究所使用的研究工具為研究者自編之「國中輔導人員情緒智能量表」及「國中輔導人員自我效能量表」為研究工具，調查所得的資料以t考驗、單因子變異數分析、Scheffe 事後比較、皮爾森積差相關、多元逐步迴歸等統計方法進行資料處理及分析，茲將本研究的主要發現分述如下：
1.不同年齡、婚姻、職務、教育背景、輔導年資及任教於目前服務學校年資之國中輔導人員在情緒智能各層面具有顯著差異存在。而不同性別、學歷及學校規模之國中輔導人員在情緒智能上則未達顯著的差異存在。
2.不同年齡、婚姻、學歷、教育背景、職務、輔導年資、學校規模及任教於目前服務學校年資之國中輔導人員，在輔導自我效能各層面具有顯著差異。
3.國中輔導人員情緒智能與輔導自我效能各層面有顯著正相關存在。
4.「人際的情緒調適」、「情緒覺察」、「同理心」、「輔導年資」及「學校規模」可有效正向預測國中輔導人員之輔導自我效能，其中「人際的情緒調適」的預測力最高。
5.「諮商歷程的運用」、「學校系統的溝通效能」、「自我覺察與多元尊重」、「輔導年資」及「任教於目前服務學校年資」可有效預測國中輔導人員之情緒智能，其中「諮商歷程的運用」的預測力最高。
6.最後，本研究根據研究結果進行討論並提出建議，以作為未來研究與輔導實務工作之參考。
The purpose of this dissertation is to investigate differences between counseling self-efficacy and emotional intelligence of junior high school counselors of differently demographic variables, as well as to explore the relationships between self-efficacy and emotional intelligence in school counselors. The sample of this study consists of 500 high school counselors in Taiwan. The instruments of this study are “the scale of emotional intelligence” and “the scale of counseling self-efficacy ”. The researcher try to analyze the date by t-test, one-way ANOVA, Scheffe method, Pearson correlation analysis and multiple stepwise regression analysis. The main results from this research are shown as followed. 1.Emotional intelligence reveals significant differences among school counselors of different age, marriage, job duties, educational background, experiences of guidance, and the years she or he has served in this school which she works for. 2.Counseling self-efficacy reveals significant differences among school counselors of different age, marriage, educational levels, job duties, educational background, experiences of guidance, school sizes, and the years she or he has served in this school which she works for. 3.The emotional intelligence of junior high school counselors is positively related to their counseling self-efficacy. 4.The predictor variables of junior high school counselors’ self-efficacy include Interpersonal Emotion Adjustment, Emotion Awareness, Empathy, counselors’ years of work and school sizes. 5.The predictor variables of junior high school counselors’ emotional intelligence include Application of Counseling Process, Communication Efficacy of School System, Self-awareness and Esteem, counselors’ years of work and the years she or he has served in this school which she works for. 6.Finally, based on the findings, suggestions for junior high school counselors, junior high schools, departments of education administration and future research are provided.
The purpose of this dissertation is to investigate differences between counseling self-efficacy and emotional intelligence of junior high school counselors of differently demographic variables, as well as to explore the relationships between self-efficacy and emotional intelligence in school counselors. The sample of this study consists of 500 high school counselors in Taiwan. The instruments of this study are “the scale of emotional intelligence” and “the scale of counseling self-efficacy ”. The researcher try to analyze the date by t-test, one-way ANOVA, Scheffe method, Pearson correlation analysis and multiple stepwise regression analysis. The main results from this research are shown as followed. 1.Emotional intelligence reveals significant differences among school counselors of different age, marriage, job duties, educational background, experiences of guidance, and the years she or he has served in this school which she works for. 2.Counseling self-efficacy reveals significant differences among school counselors of different age, marriage, educational levels, job duties, educational background, experiences of guidance, school sizes, and the years she or he has served in this school which she works for. 3.The emotional intelligence of junior high school counselors is positively related to their counseling self-efficacy. 4.The predictor variables of junior high school counselors’ self-efficacy include Interpersonal Emotion Adjustment, Emotion Awareness, Empathy, counselors’ years of work and school sizes. 5.The predictor variables of junior high school counselors’ emotional intelligence include Application of Counseling Process, Communication Efficacy of School System, Self-awareness and Esteem, counselors’ years of work and the years she or he has served in this school which she works for. 6.Finally, based on the findings, suggestions for junior high school counselors, junior high schools, departments of education administration and future research are provided.
Description
Keywords
情緒智能, 輔導自我效能, emotional intelligence, counseling self-efficacy