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題 名 | 大專學生學校適應、成就動機與學生評鑑教師教學關係之研究=A Study of Relationships among the Technical College Students' School Adaptation, Achievement Motivation and Student Ratings of Instruction |
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作 者 | 高琦玲; 林益彰; 洪櫻純; | 書刊名 | 德霖學報 |
卷 期 | 25 2011.06[民100.06] |
頁 次 | 頁205-220 |
分類號 | 525.5 |
關鍵詞 | 學生評鑑教師教學; 學校適應; 成就動機; Student ratings of instruction; School adaptation; Achievement motivation; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主要在探討學生學校適應、成就動機與學生評鑑教師教學之關係,究對象為北區某所技術學 院五專部及大學部的學生共683人,本研究的主要發現如下: 一、 對教師教學評鑑低分學生的師生關係、常規適應及學習適應皆明顯不如高分的學生。 二、 教師教學評鑑高分組和低分組學生的成就動機會依性別的不同而有所差異,而這差異主要導因於高 分男生的「表現目的」明顯較高,顯示其成就動機多源於外在的激發,對教師的教學也有較正向的 反應。整體學生而言,高分學生的成就動機皆顯著高於低分的學生。 三、不同學制的學生在成就動機方面有所差異,四技學生的「學習目的」顯著高於五專學生,顯示四技 學生之成就動機源於自己內在自發的程度較五專部學生高。 由以上可知,對於學生評鑑教師教學的結果,不僅反映出教師教學的品質,亦反映出師生關係與學 生的成就動機。因此,當學生對於教師教學的評鑑較為負向時,除了對於教師教學的檢討之外,更須促 進正向的師生互動與強化學生的成就動機,提供相關的輔導,以擴展學生評鑑教師教學機制的價值。 |
英文摘要 | The research mainly discusses the relationship among students’ school adaptation, achievement motivation and student ratings of instruction. The research objects are a total of 683 students from the five-year junior colleges and the department of college in a certain institute of technology in the northern area, and the main findings of the research are as follows: 1. Students giving high and low ratings of instructions show significant difference in their school adaptation, with the teacher-student relationship, routine adaptation and learning adaptation of students giving low ratings much lower than those giving high ratings. 2. Students giving high ratings of instruction and those giving low ones show different achievement motivations in accordance with their sex, and the main reason lies in the “performance goals” of male students giving high ratings are much higher than those giving low ratings. It can be revealed that the achievement motivation of the former is mostly inspired by external factors, leading to the relatively positive response to teachers’ instruction. 3. Students subject to different length of schooling show different achievement motivation, with the “learning goals” of four-year vocational students much higher than those of five-year junior college students,The degree of the achievement motivation inspired by four-year vocational students themselves is higher than that of five-year junior college students. The above research has revealed that the results of student ratings of instruction reflect not only teachers’ instruction quality, but also the teacher-student relationship and students’ achievement motivation. Therefore, when the relatively negative student ratings of instruction arise, in addition to review of teachers’ instruction, the positive teacher-student interaction and students’ achievement motivation should be strengthened, and relative instructions should be conducted, so as to increase the value of the mechanism of student ratings of instruction. |
本系統中英文摘要資訊取自各篇刊載內容。