國小高年級學童自評及同儕互評之利社會行為與社會計量地位關係之研究

A Study on the relationships between the self-report, peer-assessment prosocial behavior and sociometric status of senior primary school students

本研究之主要目的在於探討國小高年級學童的利社會行為與其社會計量地位之關係。有鑑於利社會行為及人際關係的培養是國小教育最重要的目標之一，加上此類變項屬於典型表現的情意評量，易受到社會期許反應的影響，因此，採取自我評量、同儕互評的測量方式進行。本研究以立意抽樣抽取新北市及嘉義縣國民小學各一所的36個高年級班級學童為對象，共計有1023人。研究工具包括「日常利社會行為自陳量表」、「猜是誰技術（guess-who technique）」及「社會計量技術（sociometric technique）」三種。研究結果發現：（一）國小高年級學童自評與同儕互評之利社會行為間僅具低度正相關；（二）利社會行為的自評與同儕互評分數能有效預測國小高年級學童在班級中的受歡迎程度與不受歡迎程度；（三）不同社會計量地位分類的國小高年級學童，其自評與同儕互評利社會行為中向度分數，皆有顯著差異。最後，研究者根據研究結果提出對國小高年級班級經營以及未來進一步研究的建議。 The main purpose of this study was to examine the relationships between the prosocial behavior and sociometric status of senior primary school students. In consideration of the prosocial behavior and interpersonal relationship was one of the most important goals, and the variables in this study belonged to the affective domain of typical performance, it's possible to be affected by social desirable responding, so the methods of self-report, peer assessment was adopted in this study. A total of 1023 senior primary school students that came from 36 classes were selected from New Taipei City and Chiayi County by the way of purposive sampling. The instruments of this study included the “Daily Prosocial Behavior Scale＂, “guess-who technique＂ and “sociometric technique＂. The main results of this study contained: (1) there was only a low positive correlation between self-report and peer-assessment prosocial behavior scores of senior primary school students; (2) the self-report and peer assessment prosocial behavior scores can effectively predict the popularity and unpopularity of senior primary school students in class; (3) there were significant differences in the self-report and peer assessment prosocial behavior scores among sociometric status groups. Finally, according the results, the researcher proposed suggestions for senior grade class management and the further study.