The main purpose of this study was to understand whether students¡¦ emotional
intelligence, self-concept and academic performance would influenced while they got
along with their homeroom teacher. This study adopts Stratified Random
Sampling, selecting the subjects from vocational high school students in Tainan
county. A total of 331 (male 211, female 120) vocational high school students from
nine classes of the 10 th, 11th, 12 th grades were sampled to respond to ¡§Scales of
Homeroom Teacher¡¦s Emotional Intelligence¡¨, ¡§Scales of Student¡¦s Emotional
Intelligence¡¨, and ¡§Scales of Self-Concept ¡¨, in which the students were guided by
four male homeroom teachers and three female homeroom teachers. Subjects will be
tested two times every six months, to explore whether their emotional intelligence,
self-concept and academic performance will be influenced during the six months of
getting along with their homeroom teacher. The employed methods included
Descriptive Statistics, t-test, one-way ANOVA, Pearson Correlation Analysis, and
Regression Analysis. The main findings of this study were as follows¡G
1¡BThere are positive correlations between the students¡¦ emotional intelligence ( before
the test )¡Xthe expression of emotion and their academic performance ( after the
test )¡XChinese and English .
2¡BThere are positive correlations between the students¡¦ emotional intelligence ( before
and after the test)¡Xthe understanding of emotion, the expression of emotion, the
adjustment of emotion and the employment of emotion and their self-concept ( before
and after the test)¡Xthe self of family, morality, society, identity, criticizing,physiology, and psychology.
3¡BThere are positive correlations between the students¡¦self-concept ( before the
test)¡Xthe family¡¦s self, the moral self, and their academic performance ( after the
test )¡X English. There are also positive correlations between the students¡¦
self-concept¡Xthe self contentment, the self criticizing, and their academic
performance.
4¡BThere are positive correlations between the students¡¦academic performance (before the
test )¡X English and their self-concept ( after the test )¡Xthe moral self. There are also
positive correlations between the students¡¦ academic performance--mathematics and
their self-concept--the family¡¦s self and the self criticizing.
5¡BThere are positive correlations between the homeroom teacher¡¦s emotional intelligence
and the students¡¦ academic performance ( before and after the test ). But there are no
positive correlations between the homeroom teacher¡¦s emotional intelligence and the
students¡¦ emotional intelligence ( before and after the test ) and their self-concept
( before and after the test ).
6¡BPart of the students¡¦ emotional intelligence ( before the test ), their self-concept
( before the test ), their family¡¦s income and academic performance ( after the test ) is
influenced by their homeroom teacher¡¦s emotional intelligence.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0612108-153125 |
| Date | 12 June 2008 |
| Creators | Ma, Yueh-Chin |
| Contributors | Jia-hsi Weng, Shu-Twu Wang, Li-Chang Lee, Yung-Chuan Wang |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0612108-153125 |
| Rights | not_available, Copyright information available at source archive |
Page generated in 0.0017 seconds