本研究旨在探討情緒智力之內涵及其與依附關係、生活適應之關
係研究。研究資料以問卷調查法進行蒐集，之後以驗證性因素分析、單因子多變量變異數分析及典型相關等統計方法進行資料處理與分析。研究所得結果如下：
一、不同年級、性別的國小學童情緒智力發展之分析
1. 五、六年級學童在認識、表達、管理自己的情緒上，以及在認識、回
應他人情緒上的能力優於四年級學童；在自我激勵與人際關係處理的
能力上則無年級差異。
2. 女童在認識、表達自己的情緒上，以及在認識、回應他人的情緒與人
際關係處理的能力上較男童好；在管理自己的情緒與自我激勵的能力
上則無性別差異。
二、國小學童情緒智力、依附關係與生活適應的關係
1. 依附關係與情緒智力之間有典型相關存在，依附關係可以解釋情緒智
力總變異量的37.14﹪。
2. 依附關係與生活適應之間有典型相關存在，依附關係可以解釋生活適
應總變異量的29.19﹪。
3. 情緒智力與生活適應之間有典型相關存在，情緒智力可以解釋生活適
應總變異量的10.43﹪。
4. 情緒智力、依附關係與生活適應之間有典型相關存在，情緒智力與依
附關係可以解釋生活適應總變異量的31.45﹪。
三、不同年級、性別的國小學童依附關係之探討
1. 在「父親依附」、「母親依附」上沒有年級差異；在「同儕依附」
上，六年級學童之依附品質較四年級好。
2. 在「父親依附」、「母親依附」上沒有性別差異；在「同儕依附」
上，女童的依附品質優於男童。
四、不同年級、性別的國小學童生活適應情況之比較
1. 四年級學童在個人、家庭及學校適應上較六年級學童好，在同儕適應
上則無年級差異。
2. 女童在學校與同儕適應上較男童好；在個人與家庭適應上則無性別差
異。

A Study of the Develpoment of Children's Emotional Intellige- nce and the Relationships among Emotional Intelligence, Attach-
ment Relationships, and Life Adjustment .
I-Chun Lai
Abstract
The purposes of this study were to explore the concepts about the develpoment of children’s emotional intelligence,to design an instrument to measure children's emotional intelligence, and to examine the relationships among emotional gence, attachment relationships, and the life adjustment. The sample consisted of 1288 students from 4th to 6th grades from 14 elementary schools in Keelung, Taipei County, Taipei City, and Taoyung. This study was a survey study. Instruments used in this study were ”The Children’s Emotional Intelligence Scale”, ” The Inventory of Parent and Peer Attachment”, and “The Inventory of Children’s Life Adjustment”. Data obtained in this study were analyzed by confirmatory factor analysis, one–way MANOVA, and canonical correlation analysis. The main findings were as follow:
1. The aspect of emotional intelligence
（1）With regard to different grades students, there were
significant differences among 4th to 6th grades students.
The 5th and 6th are superior to 4th grade students on the
「perceive and understand self emotion」,「expresse self
emotion」, 「manage self emotion」,「perceive and unders-
tand other's emotion」, and 「response to other's emotion」
（2）With regard to different gender students, there were
significant differences between boys and girls. Girls are
superior to boys on「perceive and understand self emotion
」,「「expresse self emotion」,「perceive and understand
other's emotion」, 「response to other's emotion」, and
「manage the interpersonal relationships」.
2. The relationships among emotional intelligence, attachment
relationships, and life adjustment.
（1）Attachment relationships were significantly correlated to
emotional intelligence.Attachment factors could interpret
37.14﹪variance in total variance of emotioal intelligence
（2）Attachment relationships were significantly correlated to
life adjustment . Attachment factors could interpret 29.19﹪
variance in total variance of life adjustment.
（3）Emotional intelligence was significantly correlated to
life adjustment . Emotional intelligence could interpret
10.43﹪variance in total variance of life adjustment.
（4）Attachment relationships and Emotional intelligence were
significantly correlated to life adjustment . The both
could interpret 31.45﹪variance in total variance of life
adjustment.
3. The aspect of attachment relationaships
（1）With regard to different grades students, there were
significant differences among 4th to 6th grades students on
peer attachment. The 5th and 6th have better quality of
peer attachment relationship than 4th grade students. But
there were no significant differences on father and mother
attachments.
（2）With regard to different gender students, there were
significant differences between boys and girls. Girls have
better quality of peer-attachment relationship than boys.
But there were no significant differences on father and
mother attachments.
4. The aspect of life adjustment
（1）With regard to different grades students, there were signi-
ficant differences among 4th to 6th grades students on
life adjustment. The 4th grade students have better life
ment than 6th grade students on 「individual adjustment」,
「family adjustment」, and 「school adjustment」. Besides,
the 5th grade students also have better life adjustment
than 6th grade students on 「school adjustment」.
（2）With regard to different gender students, there were signi-
ficant differences between boys and girls. Girls have
better life adjustment than boys on 「school adjustment」
and 「peer adjustment」.

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