國中生歌唱學習經驗與情緒調節相關性之研究

Abstract

本研究以高雄市16所國中之488位國二學生為對象，針對其在歌唱學習經驗與情緒調節的看法層面及實際感受層面進行資料蒐集，並就性別、就讀學校所屬地區、學生課後音樂學習經驗、學校大小、歌唱喜好度等背景條件，分析影響其情緒調節的相關因素，以提供音樂教師在教學設計上之參考。研究者參酌相關文獻資料後，編定研究工具為「國中生歌唱學習經驗與情緒調節相關性意見量表」，並根據相關文獻歸納量表之四個構面為：歌唱功能及價值與情緒調節之相關性、歌唱曲目類型與情緒調節之關聯性、教師歌唱教學相關因素對學生情緒調節的影響、學生歌唱學習之個人因素對情緒調節之影響；為使研究結果詳實，本研究使用包含百分比次數分配、成對樣本T檢定、獨立樣本T檢定以及單因子變異數分析法等資料處理方式。研究調查後獲得具體結果如下：一、國中學生在看法層面大致認同歌唱學習經驗對情緒調節會產生影響。二、在實際感受方面，除「歌唱曲目類型與情緒調節之關聯性」構面外，國中學生尚能認同學校歌唱學習經驗能影響情緒調節。三、國中學生在看法方面與實際感受方面的認同度差異達顯著水準。四、國中學生對歌唱學習經驗影響情緒調節之認同度會因不同之背景變項而有差異存在。最後根據研究結果，研究者對學校單位、音樂教師、及後續研究者提出若干建議，希望藉由本研究及後續研究，提供音樂教師在歌唱教學上之具體參考，進而促使學校正視歌唱學習中的情緒效能，且發展能連結音樂教育與情緒教育之實用課程，並能適時推動合宜的相關措施，以期穩定國中學生的情緒發展。Taking 488 Grade 8 students from 16 junior high schools of Kaohsiung City as the targets, the study accumulates the information about the aspect of their singing experience and their viewpoints of emotion regulation, as well as the aspect of their actual feelings. According to the background conditions of the sex of students, districts of their schools, extra-curricular music learning experience of students, size of schools, fondness of singing, and so on, this paper analyzes the related factors affecting their emotion regulation so as to provide a reference for the music teachers in designing their instruction. Having referred to the related literature, the researcher formulates the “rating scale of correlation between the singing experience and the emotion regulation of junior high school students” as the research tool. Based on the related literature, four constructs of the rating scale are summarized in this study: correlation between the singing function and value and the emotion regulation, correlation between the kinds of songs and the emotion regulation, effects of the related factors of teachers’ singing instruction on the emotion regulation of students, and effects of the personal factors of students’ singing learning on the emotion regulation. In order to make the research results more detailed and authentic, this study uses such data processing ways as the frequency distribution in percentage (%), T-test of paired samples, T-test of independent samples and single-factor analysis of variances (ANOVA). After investigation, the study acquires concrete results as follows: 1. In the aspect of their viewpoints, the junior high school students generally agree that the singing experience would cause effects on the emotion regulation. 2. In the aspect of their actual feelings, except the construct of “correlation between the kinds of songs and the emotion regulation,” the junior high school students quite agree that the singing experience at school can affect the emotion regulation. 3. In the aspects of viewpoints and actual feelings of the junior high school students, the difference of their agreement has reached the significant level. 4. The junior high school students’ agreement to the effects of singing experience on the emotion regulation varies with the different background variables. Finally, according to the research results, the researcher proposes several suggestions to the administration of the schools, music teachers and the subsequent researchers of the related issue. It is hoped that through this study and the subsequent studies, a concrete reference can be provided for the music teachers in the planning of their singing instruction. Furthermore, the study attempts to urge the schools to review the emotion effects from the learning of singing, develop some practical courses which can link the music education with the emotion education, and take the related measures appropriately at the right timing. It is also expected that the emotion development of junior high school students can be stabilized.