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The Effects of On-Line Guidance to the Self-Concept and Interpersonal Relationship of Rejected Child. 曾協建、林清同

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The Effects of On-Line Guidance to the Self-Concept and Interpersonal Relationship of Rejected Child.

曾協建、林清同

E-mail: 9707186@mail.dyu.edu.tw

ABSTRACT

ince Internet technology has been expanding rapidly and has had a dramatic impact on how people communicate, learn and share information. It is an implication for guidance, especially when guidance suffers difficulties today. As we know the teachers are occupied by the heavy daily load of teaching and administrative work and therefore are lack of time and human resources to guide the rejected child. This research presented the applications of Internet technology to the students’ guidance to confirm whether the online-guidance can be superior to the traditional guidance. This study adopted Quasi-experimental Research Method. There were 16 partici-pants graded from four to six in an elementary school, Nantou County, Taiwan. They were divided into two groups:

experimental group (8 participants) and control group (8 participants). The experimental and control groups received on-line and traditional guidance respectively for 14 weeks. The self-concept and interpersonal relationship scaling instruments were applied to conduct the pretest and posttest to realize the effects created by various guidance models. The quantification research data were analyzed by Analysis of Covariance (ANCOVA) to test the hypothesis. By interviewing the students and teachers, their perception of on-line guidance in the lack of Verbal and Visual cues were analyzed. And the advantages and disadvantages of on-line guidance were also focused, and then implemented by qualitative data .The findings of the research were shown as follows. Firstly, there were no apparent differences on the effects of self-concept and inter-personal relationship of the rejected students between the two groups.

Secondly, most of the students and teachers could have good interactions through ineternet from experimental groups and then perceived advantages of on-line guidance. Finally, we could regard on-line guidance as an alternative way for traditional guidance. It did not mean for comprehensive guidance, but in terms of rejected children.

Keywords : on-line guidance ; self-concept ; interpersonal relationship ; rejected -children Table of Contents

中文摘要 .................... iii 英文摘要 .................... iv 誌謝辭  .................... vi 內容目錄 .................... vii 表 目錄  .................... ix 圖目錄  .................... x 第一 章  ?論 ................. 1   第一節  研究背景 ............. 1   第二節   研究動機 ............. 3   第三節  研究目的 ............. 6   第四節   研究範圍與限制 .......... 6   第五節  名詞解釋 ............. 8 第二章  文獻探討

............... 11   第一節  認輔制度............... 11   第二節  線上 輔導與諮商............ 19   第三節  被拒兒童............... 38   第四節   自我概念............... 42   第五節  人際關係............... 48   第六節   人際關係與自我概念的相關研究..... 50 第三章  研究方法................. 53   第 一節  實驗設計............... 53   第二節  受試者................ 56    第三節  實驗平台............... 58   第四節  實驗流程...............

64   第五節  研究工具............... 67   第六節  資料處理 .............

   69 第四章  結果分析與討論 ........... 71   第一節  自我概念比較分析 .........

. 71   第二節  人際關係比較分析.......... 75   第三節  線上輔導的師生互動感受 ......

. 78   第四節  綜合討論 ............. 85 第五章  結論與建議............. 89   第一節  結論 .............. 89   第二節  建議 .............. 91 參考文 獻 ..................... 93 附錄A  認輔活動質性訪談............. 111 表 2- 1 網路介入之得失與防護措施一覽表........ 24 表 2- 2 網路諮商的類型................

26 表 2- 3 洪儷瑜和涂春仁修正之分類........... 41 表 3- 1 被拒兒童基本資料.............

.. 57 表 4- 1 自我概念後測之迴歸係數同質性檢定摘要表.... 72 表 4- 2 自我概念後測之共變數分析摘要表....

.... 73 表 4- 3 自我概念後測之調節平均數........... 75 表 4- 4 人際關係後測之迴歸係數同質性檢定摘 要表.... 75 表 4- 5 人際關係後測之共變數分析摘要表........ 77 表 4- 6 人際關係後測之調節平均數...

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........ 78 圖 2- 1 教訓輔三合一整合架構圖............ 13 圖 2- 2 認輔制度與三制預防....

.......... 14 圖 2- 3 認輔工作流程圖................ 16 圖 2- 4 多項度的階層式自我概念 架構.......... 43 圖 3- 1 本實驗的研究架構................ 53 圖 3- 2 認輔系統架構..

............... 60 圖 3- 3 小主人討論區與部落格............. 61 圖 3- 4 師生互動模式

................. 61 圖 3- 5 心情圖案................... 62 圖 3- 6 受輔學生 部落格................ 62 圖 3- 7 洋蔥頭表情符號................. 63 圖 3- 8 其 它功能與討論區................ 63 圖 3- 9 實驗流程................... 64 圖 3- 10 本實驗的師生互動流程............... 66

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