社會與情緒學習是培養學生的社會與情緒能力的過程，也就是說個人需要在知識技能態度和行為上，做出成功的選擇。(CASEL，2003)。CASEL提出社會情緒學習能力有五大核心：自我覺察(self awareness)、社會覺察(Social awareness)、自我管理(Self-management)、人際關係技能(Relationship skills)、作負責任的決定(Responsible decision making)。而社會情緒學習能力有許多不同的方案，本研究採用的是塔克基金會在2014<<兒童趨勢>>的社會情緒學習方案量表。主要核心分為以下五大類：自我控制、堅持、精熟導向、學業的自我效能、社交技能。
本研究旨在探討國小學童社會情緒學習能力之相關情形，採用問卷調查法，以台中市某公立國小四、五、六年級學生為研究對象，共抽取26個班級，總共623人，有效樣本為517人，有效百分比為83%。所得資料分別以描述統計、單因子變異數分析等方式進行資料分析，並依據研究問題，逐一討論各項結果。
研究結果，在不同背景變項方面的差異發現：
1-2 不同家長管教方式的國小學生自我控制能力有顯著的差異。
1-4不同兄弟姐妹相處模式的國小學生自我控制能力有顯著差異。
1-7不同家庭氣氛的國小學生自我控制能力有顯著差異。
2-2 不同家中排行的國小學生學術自我效能力有顯著的差異。
2-4 不同兄弟姐妹相處模式的國小學生學術自我效能有顯著差異。
2-7不同家庭氣氛的國小學生學術自我效能能力有顯著差異。
3-6不同家庭經濟狀況德國小學生堅持能力有顯著差異。
3-7不同家庭氣氛的國小學生堅持能力有顯著差異。
4-6不同家庭經濟狀況的國小學生精熟導向能力有顯著差異。
5-3不同家長管教方式的國小學生社交能力有顯著的差異。
5-4不同兄弟姐妹相處模式的國小學生社交能力有顯著差異。
5-7不同家庭氣氛的國小學生社交能力有顯著差異。

最後，期望本研究能讓未來欲研究社會情緒學習能力者，提供相關參考。

關鍵字: 國小學童、社會與情緒學習能力、問卷調查
 

The CASEL is consisted of five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Social Emotional learning has many different kinds of curriculums. This study used the five core competencies made by Child Trends and publishing in Measureing Elementary School Stuednts’ Social and Emotional Skills. The five core competenceies were focued on self-control, persistence, mastery orientation, and academic self-efficacy.
The purpose of this study was to investigate initial understanding of elementary school students’ social emotional learning competencies. The students were from Taichung and studied in public elementary scchool, including forth graders, fifth graders and sixth graders.There were total 26 classes in these three grades. The study used questionnaire to investigate. The total of the three level students’ questionnaire were 623 copies. The valid questionnaires were 517 copies. The effective percentage is 83%.
The research results are as followed.
1. The statistical data of sibling rank between SEL (acdemic self-efficacy) is Statistical significance.
2. The statistical data of different teaching styles between SEL (self control, social ability) is statistical significance.
3. The statistical data of sisterhood or brotherhood between SEL (self control, acdemic self-efficacy ) is statistical significance.
4. The statistical data of family’s finiance between SEL (self control, acdemic self-efficacy , persistence) is statistical significance.
5. The statistical data of family’s atmosphere between SEL(self control, acdemic self-efficacy , persistence, social ability) is statistical significance.
In the end, the author hopes this study could inspire others who would like to take a deeper look about social emotional learning. For students, they know themsleves better. For teachers, they can help students to develop social emtional leaning competencies.
Keywords: elementary school students, social emotional learning competencies, questionaire investigation.

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