本研究的主要目的在探討「情緒教育團體方案」對國小害羞兒童之自我肯定性及害羞程度的影響。本研究的研究對象取自台北縣永和市秀朗國民小學四年級害羞兒童，共有二十七位受試者，並將之隨機分派為實驗組與控制組。實驗組接受每次四十分鐘，每週兩次，為期五週的「情緒教育團體方案」，研究者擔任團體帶者；控制組在研究期間不接受任何處理，而於研究結束後，參與「情緒教育工作坊」。
　　本研究以「兒童生活態度量表」（測自我肯定性）及「個人感受量表」（測害羞程度）為評量工具，對所有受試者進行前測與後測的評量，並分別以量表前測的分數為共變項，以獨立樣本單因子共變數分析的統計方法，排除因前測得分不同而影響研究結果的差異，來驗證研究假設。
　　本研究的主要發現如下：
一、「情緒教育團體方案」對國小害羞兒童自我肯定性的提升，沒有顯著的輔導效果。
二、「情緒教育團體方案」對國小害羞兒童害羞程度的降低，具有顯著的輔導效果。
　　研究者根據研究結果加以討論，並且進一步提出本「情緒教育團體方案」在應用上及未來研究上的建議。

　　The major purpose of this study was to assess the effects of an emotional education group intervention on assertiveness and shyness of shy children of elementary school.
　　Subjects were 27 fourth grade students of an elementary school, male and female, with problems in shyness, assigned randomly to the treatment group and the control group. The treatment group (N=14) participated in the Emotional Education Group Program, the program being designed by the researcher. It had ten sessions in five weeks , 40 minutes each session. The control group (N=13) received no treatment.
　　All subjects received the pretest and the posttest with the Children Life Attitude Scale (measuring assertiveness) and Personal Feeling Scale (measuring shyness). One - way Analysis of Covariance (ANCOVA) with the pretest used as a covariance was used to test the hypotheses. The findings in the present study are as follow :
１． The treatment group did not improved significantly more than the control group on assertiveness.
２． The treatment group reduced significantly more than the control group on shyness.
　　The results of the study and application of the program were discussed, and suggestions for future research were proposed at the final.

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