| 摘要: | 近年來許多的研究發現，置身於大自然會增強正向積極情緒，並可能帶來長期的影響；換言之，與自然環境接觸，有助於改善個體的負向情緒，對於情緒狀態有積極的影響。植基於這些成果，本研究將首先瞭解新北市地區國中學生自然經驗及情緒智力之現況及其差異情形，接著探討自然經驗與情緒智力之相關性。
本研究採問卷調查法進行資料的收集，並以便利取樣之抽樣方式，選取 103學年居住於新北市地區之國中學生為調查對象。正式抽樣樣本為987人，經回收後有效樣本數為943人，有效回收率為95.54%。
本研究工具分為三部分，分別為「個人背景資料」（7 題）、「自然經驗量表」（44題）及「情緒經驗量表」（60題），共111題。之後以描述性統計、單一樣本 t 檢定、獨立樣本 t 檢定、單因子變異數分析、皮爾森積差相關以及多元迴歸等統計方法加以統計分析，研究結論如下。
一、新北市國中生之整體自然經驗低於平均數 (M=2.36)。在分項中以「自然覺知能力與欣賞態度」(M=2.69) 為最佳，「早期戶外經驗」(M=2.55) 次高，「戶外遊憩活動」(M=2.07) 與「自然體驗與探索活動」(M=1.58) 最低。
二、新北市國中生之整體自然經驗不因「性別」、「年級」、「居住地」、「家庭型態」之不同而有顯著差異存在；但會因「父母婚姻狀況」而有顯著差異 (F=2.40, p<.05)，唯該項下的各組間無明顯差異。
三、新北市國中生在「自然知覺能力與欣賞態度」方面，女生較男生高(M=2.74、2.65)；「戶外遊憩活動」方面則是七年級學生比八年級學生和九年級學生為好；「早期戶外經驗」方面，則是偏鄉區的學生多於都市區的學生；「早期戶外經驗」和「自然體驗與探索活動」方面，則會因「家庭型態」之不同而有差異。
四、新北市國中生整體「情緒智力」(M=2.89) 有偏高的表現。其中以「情緒察覺」層面為最高，其次為「情緒運用」，第三為「情緒表達」，最低者為「情緒調節」。整體情緒智力不會因其性別、年級、居住地、家庭型態之不同而有差異，但會因「父母婚姻狀況」之不同而有差異；「情緒調節」、「情緒運用」亦然，唯不同年級間皆無差異。
五、新北市國中生整體「自然經驗」程度與整體「情緒智力」(r=.56, p<.001) 表現，呈現高度正相關。分項中又以「自然知覺能力與欣賞態度」與「情緒智力」(r=.54, p<.001) 之相關程度為最高。
六、「自然經驗」與「情緒智力」各分項中，「早期戶外經驗」(r=.38, p<.001)、「戶外遊憩活動」(r=.38, p<.001)、「自然體驗與探索活動」(r=.29, p<.001) 與「情緒表達」之相關係數為最高；而「自然知覺能力與欣賞態度」(r=.52, p<.001) 與「情緒運用」之相關程度為最高。
七、以自然經驗程度預測新北市國中生情緒智力，有 34% 的解釋力，其中，以「戶外遊憩活動」和「自然知覺能力與欣賞態度」對於情緒智力的解釋力最為顯著。
基於以上結論，本研究建議教育人員未來應更多設計可強化學生自然經驗之學習活動。未來研究也可改以臺灣其他縣市的國中生為對象，從而比較地區的差異性。自然經驗與情緒智力的各分項之間的相關性量化的研究也應有助於我們對此課題的理解與掌握。
Recent studies have found that situating oneself in nature can reinforce one’s positive emotions and the result might be long lasting. In other words, getting in contact with the natural environment is beneficial in terms of improving one’s emotive reaction, and helping to achieve a healthier emotional state and perception. Thus, this research aims at investigating the natural experience and emotional intelligence among junior high school students in New Taipei City. The study also explores the relationships between the natural experience and emotional intelligence.
Survey method is adopted in this study to collect relevant data with convenience sampling procedure. The population consists of junior high school students residing in New Taipei City. The sample size is 987, of which 943 returned completed and valid questionnaire, and the valid response rate is 95.54%.
There are three parts in the questionnaire, which are personal background (7 items), natural experience measurement (44 items) and emotional experience measurement (60 items), 111 in total. Descriptive statistics, one-sample t-test, independent-sample t-test, one-way ANOVA, MANOVA, Pearson’s product-moment correlation, and multiple stepwise regression analysis are applied for statistical analysis. The major conclusions of the study are as follows.
A.The overall natural experience of the junior school students in New Taipei City is below average (M=2.36). Among the subcategories, “natural mindfulness and appreciation” (M=2.69) ranks the highest, “early outdoor experience” (M=2.55) ranks second, and “outdoor recreation activity” (M=2.07) and “nature awareness and exploration activity” (M=1.58) rank the lowest.
B.There is no significant differences on gender, grade, residence, and family type, among the junior high school students in New Taipei City, in terms of their overall natural experience. However, significant difference is found in parental marital status (F=2.40, p<.05).
C.In “natural mindfulness and appreciation” for the junior high school students in New Taipei City, the average scores female students presented are higher than the male scores presented (M=2.74, 2.65). In “outdoor recreation activity,” 7th grade students show higher scores than those of 8th and 9th grade. In “early outdoor experience,” students resided in rural areas score higher than those reside in urban area. As for “early outdoor experience” and “nature awareness and exploration activity,” students’ responses differed on family types.
D.The overall emotional intelligence of junior high students in New Taipei City is above average (M=2.89). “Emotional perception” scored the highest, followed by “emotional use” and “emotional expression,” with “emotional adjustment” scored the lowest. Gender, grade, residence, and family type show no significant difference for overall emotional intelligence, except parental marital status. Similar results are found in the “emotional adjustment” and “emotional use.” There is no difference found in students of different grades.
E.The overall natural experience is positively related with the overall emotional intelligence (r=.56, p<.001) for the junior high school students in New Taipei City. It is found that “natural mindfulness and appreciation” is positively related with “emotional intelligence” (r=.54, p<.001).
F.In the subcategories of “natural experience” and “emotional intelligence,” “early outdoor experience” and “outdoor recreation activity” and “nature awareness and exploration activity” are positively correlated with “emotional expression” (r=.38, p<.001; r=.38, p<.001; r=.29, p<.001, respectively); and “natural mindfulness and appreciation” (r=.52, p<.001) is also positively correlated with “emotional use”.
G.Our research found that the explanation power reached 34%.
Lastly, researchers suggest that future educators should design learning activities that promote natural experiences. As for future studies, researches in other counties of the same age group in Taiwan could be conducted to compare the differences. |
