中学生情商状况调查论文.doc

Hefei University 外语教学心理学（实验） 实验题目：A Research on the EQ of Grade Eight Students at Middle Schools 初中二年级学生情商状况研究 作者姓名: _11英3 1112013005杨娇娇 _ _11英3 1112013028李 强 _ _11英3 1112013027郑雨轩 _导师姓名： _李洁 _完成时间： _ _2014.6.2 _ _AcknowledgementsFirst of all, we would like to extend our sincere gratitude to our supervisor Ms. Li Jie for her instructive advice and useful suggestions on our thesis. We are deeply grateful of her help in the completion of this thesis.We are also deeply indebted to Ms Wu Yanping, whose help guarantees the successful implementation of our research.Finally, special thanks should go to the 30 grade eight students at Feidong Shengquan Middle School who volunteered to answer our research questions.A Research on the EQ of Grade Eight Students at Middle SchoolsABSTRACTBoth middle school students and teachers in China have been accustomed to the traditional teaching and learning whose focal point is the enhancement of students intelligence quotient (IQ). Yet evidences have shown that the emotional quotient (EQ) also plays a crucial part in students growth. Based on 30 EQ questionnaires among grade 8 students in Feidong county, this study analyzes the results of the EQ test and problems in both students and school education behind the figures in a final gesture to demonstrate the importance of EQ in students growing process can not be overlooked. KEY WORDS: Emotional; quotient; questions; results; suggestions初中二年级学生情商状况研究摘 要长久以来，中国的初中教育一直重视并致力于提升学生的“智商”，无论是中学生还是中学教师都已习惯这一传统教学理念。但近年来，许多科学研究表明，情商在学生的个人成长过程中起着重要的作用。基于对肥东县圣泉中学30名八年级学生的情商问卷测试，本文分析了这些参与测试学生的情商状况，并尝试揭示数据背后存在的问题。最后针对这些问题提出了建议。关键词: 情商; 问题; 结果; 建议ContentsAcknowledgements.Abstract (English).Abstract (Chinese).ivContents.v1.Introduction11.1Background Research.11.2Significance of Research.11.3 Research Questions12.Research Design22.1 Subjects22.2 The Instrument32.3 Data Collection Procedures32.4 Data Analysis33.Results and Discussions33.1 EQ Weaknesses of Grade 8 Students Manifested in Their Abilities to Overcome Difficulties And Handle Interpersonal Relations33.1.1 Students Abilities to Overcome Difficulties43.1.2 Students Abilities to Handle Interpersonal Relations54. Students Psychological Problems and Educational Problems of the School Revealed by the Results74.1 Psychological Problems of the Students74.2 Problems Existing in the School Education85.Conclusion8 Bibliography.9Appendix I.10Appendix II .13141. Introduction1.1. Background Research Emotional quotient is the ability to monitor ones own and other peoplesemotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behavior. (Coleman, Andrew, 2008: 15) For a long time, “middle school education in China has attached much more importance on the intelligence quotient (IQ) of the students than their emotional quotient (EQ), which has aroused striking problems like personality disabilities”(Zhou Luoping,2003: 27-28). Later attentions from the academic circle were put to the EQ conditions of middle school students.1.2. Significance of ResearchBy exploring the current EQ conditions of grade 8 students at Feidong Shengquan Middle School (30 students), this research analyzes these students characters behind the figures and tables and furthermore, tries to find problems and supply corresponding solutions so that education at this school will be able to seek a balance between IQ and EQ, which is of great importance to help students grow healthily.1.3. Research Questions This research consists of two investigative questions, namely, students abilities to overcome difficulties and students abilities to handle interpersonal relations. The former is made up of 4 paper questionsQuestion 1,3,8 and 10 listed below, and the latter is made up of 6 paper questionsQuestion 2,4,5,6,7 and 9, all of which are listed in the following part as well. The ten paper questions are intended to test how students would react when facing emergency, situational dilemma, mental indecision or other EQ-related things. These ten paper questions are selected from a Harvard EQ questionnaire whose authority has been checked and recognized over time. These ten paper questions are listed as follows:Question 1: What would you do inside a shaking plane?Question 2: What would you say to a 4-year-old boy when he finds nobody to play with?Question 3: What if you get a “pass” in a subject in which you intended to get a “perfect”?Question 4: What would you do if you are refused by 15 clients?Question 5: What would you do if you hear someone calling others nickname?Question 6: What would you do to relieve your uncles anger caused by driving?Question 7: What would you do when you throw personal attacks to your friends while you do not really want to?Question 8: What is your first step upon receiving a tough task?Question 9: What would you do to help your little brother overcome timidity?Question10: What would you do to learn to play a musical instrument while spending the minimum time at the same time?These ten paper questions serve as a tool for the two investigative questions to explore students abilities to cope with different kinds of EQ-related situations, and the answers they choose directly reveal their EQ conditions, that is to say, their choices represent either a high EQ (20 points) or a low one (0 points), there is no such “middle-level” or “fair” EQ score contained in the answers.2. Research Design2.1. SubjectsThe research involves 30 volunteers randomly selected from grade two students of both genders (14 years old) at Shengquan Middle School, Feidong, Hefei city. These students almost have no access to any EQ test previously, hence the result of the research is of primitive value.2.2. The InstrumentThis research adopts the instrument of surveying by questionnaires. Aquestionnaireis aresearchinstrument consisting of a series ofquestionsand other prompts for the purpose of gathering information from respondents.（Foddy,1994:22）While questionnaires are inexpensive, quick, and easy to analyze, they also have problems, for instance, the information gained can be minimal.2.3. Data Collection ProceduresAfter three days of consultations and comparisons, decisions were made to refer to the middle school students EQ test published by Harvard University, and then ten among the many that best suited to the target students were chosen. It took two days to make a new questionnaire and another one day to launch it at the aimed school. During the test, a clock was employed to set a time limit for students to finish the paper. Immediately the time exhausted the questionnaire-collection step began. The number of papers was counted first, which showed 30 valid questionnaires. Then all the 30 valid questionnaires were brought back for further analysis. 2.4. Data AnalysisTen broken line graphs were drawn to directly present the choice of each student of each question. Percentage is also employed to reflect the general landscape of the EQ conditions of the 30 students surveyed.3. Results and Discussions3.1. EQ Weaknesses of Grade 8 Students Manifested in Their Abilities to Overcome Difficulties And Handle Interpersonal RelationsAnswers to 30 questionnaires tell the EQ weaknesses of surveyed students from two aspects, namely, students abilities to overcome difficulties and to handle interpersonal relations.3.1.1. Students Abilities to Overcome DifficultiesQuestions 1, 3, 8 and 10 are designed to test students abilities to overcome difficulties. Figure 1 Students EQ scoresAs is shown in Figure 1, one unanimous answer to Q1 was collected which shows that students are able to keep vigilante in front of potential danger. Figure 2 Students EQ scoresIn terms of answers to Q3, 8 out of the 30 surveyed students do not get a mark, which reveals they can not find appropriate ways to encourage themselves. Figure 3 Students EQ scoresQ8 depicts a picture where only 5 out of 30 students know how to start a teamwork. Figure 4 Students EQ scoresQ10 presents the fact that 24 out of 30 students can not meet proper challenges.3.1.2. Students Abilities to Handle Interpersonal RelationsQuestions 2, 4, 5, 6, 7 and 9 are designed to test students abilities to handle interpersonal relations. Figure 5 Students EQ scoresAnswers to Q2 show that 7 out of 30 students can find proper ways to comfort others bad feelings like anxiety. Figure 6 Students EQ scoresQ4 shows that 8 out of 30 students begin to doubt themselves when others do not agree with them. Figure 7 Students EQ scoresQ5 presents the fact that only 5 out of 30 students are able to create a diversified atmosphere among a group they are in. Figure 8 Students EQ scoresQ6 tells the fact that only 10 out of 30 students are able to put down the anger of others. Figure 9 Students EQ scoresQ7 demonstrates a surprising figure, that is, 29 out of 30 students can not control their own irritation. Figure 10 Students EQ scoresQ9 shows 16 out of 30 students do not know what to do with a shy companion.4. Students Psychological Problems and Educational Problems of the School Revealed by the Results4.1. Psychological Problems of the StudentsStudents surveyed are found to have several psychological problems both in tackling task difficulties and in handling interpersonal relations. In detail, the biggest problem they have is the inability to control their anger, which may harm seriously their interpersonal relations. 83.3% of the students feel puzzled to start a teamwork, which means they lack the awareness and ability to perform cooperation with others. Additionally, 80% surveyed students can not find suitable challenges for them to make progress and 76.7% of the students are incompetent to give their friends mental relief. All these figures show that students surveyed are to some extent self-centered and care others much less than themselves, and they tend to not turn to others when facing problems and finally get stuck there. These psychological problems would become barriers in their future life if not handled properly, as the world is not created only to cater their needs.4.2. Problems Existing in the School EducationSchool education revealed by this research is in a lack of classes that teach children how to tackle problems with multiple methods and view themselves in a rational and all-round way. Whats more, there is also a shortage of cooperation session in the school education.5. ConclusionThe research, aimed at investigating the general EQ conditions of middle school students, adopted the method of questionnaire and was carried out among 30 students at Feidong Shengquan Middle School. Thirty questionnaires were launched and all were collected with validity. The result presented the fact that the 30 surveyed students are incompetent as far as their EQ performance is concerned. Further psychological problems as self-centeredness and unwillingness to seek cooperation are also revealed by the survey. School education at the same time, lacks necessary awareness to strengthen students EQ cultivation as, both the curriculum and teachers never mention anything related to the concept of EQ. Reflections ought to be given to this phenomenon as, without necessary EQ-related qualities like abilities to collaborate with others, seek multiple methods to settle difficulties and meet challenges, high IQ students could also fail in society where IQ is not the decisive or even important condition for success.Bibliography1 Coleman, AndrewA Dictionary of Psychology(3 ed.). Oxford University Press,2008.2 Foddy, W. H. Constructing questions for interviews and questionnaires: Theory and practice in social research Cambridge University Press,1994.3 丹尼尔戈尔曼著，耿文秀译，情感智商，【M】.上海：上海科学出版社，1997.4 郭一红. 情商教育：学校素质教育中不可缺少的重要环节【J】. 湖湘论坛，2005.5 刘士弘. 浅谈素质教育中的情商教育【J】. 广西青年干部学院学报，2006.6 孟昭兰. 情绪心理学【M】. 北京：北京大学出版社出版，2005.7 孙永清，马仁真主编. 学生情商与非智力因素培养实用全书【M】. 北京人民教育出版社，1998.8 周洛平. 在教学中如何进行情商（EQ）教育【J】. 教育与职业，2003.Appendix 情商测试题同学们好，现在，请静下心来，诚实地回答下面的测题。一定要按照你真正可能会去做的实际去回答，而不要试图用在学校里获取的做多项选择题的技巧去猜哪一个才是对的。好，下面开始！1 坐飞机时，突然受到很大的震动，你开始随着机身左右摇摆。这时候，你会怎样做呢？A 继续读书或看杂志，或继续看电影，不太注意正在发生的骚乱。B 注意事态的变化，仔细听播音员的播音，并翻看紧急情况应付手册以备万一。C A和B都有一点。D 不能确定-根本没注意到。2 带一群4岁的孩子去公园玩，其中一个孩子由于别人都不和他玩而大哭起来。这个时候，你会怎么安慰这位小朋友呢？A 置身事外-让孩子们自己处理。B 和这个孩子交谈，并帮助他想办法。C 轻轻地告诉他不要哭。D 想办法转移这个孩子的注意力，给他一些其他的东西让他玩。3 假设你想在某门课程上得优秀，但是在期中考试时却只得了及格。这时候，你该怎么办呢？A 制定一个详细的学习，并决心按计划进行。B 决心以后好好学。C 告诉自己在这门课上考不好没什么大不了的，把精力集中在其他可能考得好的课程上。D 去拜访任课教师，试图让他给你高一点的分数。4. 假设你是一个保险推销员，去访问一些有希望成为你的顾客的人。可是一连十五个人都只是对你敷衍，并不明确表态，你变得很失望。这时候，你会怎么做呢？A 认为这只不过是一天的遭遇而已，希望明天会有好运气。B 考虑一下自己是否适合做推销员。C 在下一次拜访时再做努力，保持勤勤恳恳工作的状态。D 考虑去争取其他的顾客。5. 你是班长，提倡在班级中不要给同学起外号。一天你偶然听到有人正在叫某某同学的外号。你会怎么办呢？A 不理它-这只是一个玩笑而已。B 向老师报告，严厉斥责他一顿。C 当场大声告诉他，这种玩笑是不恰当的，在你这里是不能容忍的。D 给他看一些资料，让他知道这种行为对别人的伤害。6. 你叔叔开车时别人的车突然危险地抢到你们前面，你叔叔勃然大怒，而你试图让他平静下来。你会怎么做呢？A 告诉他忘掉它吧-现在没事了，这不是什么大不了的事。B 放一盘他喜欢听的磁带，转移他的注意力。C 一起责骂那个司机，表示自己站在他那一边。D 告诉他你也曾有同样的经历，当时你也一样气得发疯，可是后来你看到那个司机出了车祸，被送到医院急救室。7. 你和好朋友发生了争论，两人激烈地争吵；盛怒之下，互相进行人身攻击，虽然你们并不是真的想这样做。这时候，最好怎么办呢？A 停止20分钟，然后继续争论。B 停止争吵保持沉默，不管对方说什么。C 向对方说抱歉，并要求他（她）也向你道歉。D 先停一会儿，整理一下自己的想法，然后尽可能清楚地阐明自己的立场。8. 老师交给你们小组一项任务，由于你是组长，想提出一些解决任务中烦难问题的好方法。这时候，你第一件要做的是什么呢？A 起草一个议事日程，以便充分利用和大家在一起讨论的时间。B 给人们一定的时间相互了解。C 让每一个人说出如何解决问题的想法。D 采用一种创造性地发表意见的形式，鼓励每一个人说出此时进入他脑子里的任何想法，而不管该想法有多疯狂。9假设你有个3岁的小弟弟非常胆小，实际上，从他出生起就对陌生地方和陌生人有些神经过敏或者说有些恐惧。你该怎么办呢？ A接受他具有害羞气质的事实，想办法让他避开他感到不安的环境。 B带他去看儿童精神科医生，寻求帮助。 C有目的地让他一下子接触许多人，带他到各种陌生的地方，克服他的恐惧心理。 D设计渐进的系列挑战性计划，每一个相对来说都是容易对付的，从而让他渐渐懂得他能够应付陌生的人和陌生的地方。10如果你想学习一种乐器，为了更好的利用时间，你该怎么做呢？ A每天坚持严格的练习。 B选择能稍微扩展能力的乐曲去练习。 C只有当自己有情绪的时候才去练习。 D选择远远超出你的能力但通过勤奋的努力能掌握的乐曲去练习。Appendix EQ QuestionnaireHello everyone! Now please join us in finishing this questionnaire. Make choices after careful thoughts. There is no right or wrong. We are just to collect some materials. Now lets begin!1. What would you do inside a shaking plane?A. Continue reading without paying any attention to the shaking.B. Pay close attention to the audio notice and read the emergence brochure.C. Both A and BD. Uncertain. 2. What would you say to a 4-year-old boy when he finds nobody to play with? A. Let he himself cope with the dilemma. B. Talk to him to give some help. C. Tell him not to cry. D. Distract his attention with some toys. 3. What if you get a “pass” in a subject in which you intended to get a “perfect”? A. Make a plan and implement it. B. Determine to work hard. C. Concentrate on other subjects to achieve higher scores. D. Visit the teacher to ask for a higher score.4. What would you do if you are refused by 15 clients? A. Wish for good luck next time. B. Think whether I am suitable for the position of a salesman. C. Try harder next time with more care. D. Think about reaching other clients.5. What would you do if you hear someone calling others nickname? A. Ignore it bec