頁籤選單縮合
題 名 | 國中低成就學生心理特質之分析研究 |
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作 者 | 郭生玉; | 書刊名 | 國立臺灣師範大學教育研究所集刊 |
卷 期 | 15 1973.06[民62.06] |
頁 次 | 頁左451-534 |
關鍵詞 | 心理特質; 低成就學生; 國中; |
語 文 | 中文(Chinese) |
英文摘要 | The purpose of this study was to explore the underachievement students’ prevalence in public junior high schools and their psychological characteristics such as self-concept, achievement motivation, anxiety and personality adjustment, and further to analyze the relations between these characteristics and academic achievement. The subjects were 1156 8th and 9th graders randomly selected from public junior high schools in Taipei City. Based on the subjects’ intelligent scores, the regression equation was established and their grade point averages and scores of achievement test were predicted. By comparing the differential degrees between actual achievement and predicted achievement, 390 students with intelligent scores from 90 to 130 were classified into 3 groups: high achievers, achievers and underachievers. Each group, composed of 130 students, was equal in intelligent scores. The main findings of this study were: 1. Students with intelligent scores ranged from 90 to 130 in public junior high schools showed an underachievement prevalence of 22.61% and a high achievement prevalence of 24. 13%. This prevalence varied with the sex, that was, boys were obviously apter to show an underachievement. 2. In self-concept, personality adjustment (including self and social adjustments ) and achievement motivation, underachievers were inferior to achievers. As for anxiety, the former's was higher than the latter’s. 3. In regard to self-adjustment, underachievers showed more maladjustment in the sense of personal worth, sense of personal freedom, withdrawing tendencies and nervous symptom concerning ~social adjustment, they showed more maladjustment (in social standards, social relations and family relations. 4. Self-concept, achievement motivation, anxiety and personality adjustment had synthetic influence on both high achievers’ and underachievers’ academic achievements, especially on boys'. Among -these four factors, the achievement motivation influenced high achievers’ and underachievers’ academic achievement most. But it was the factor anxiety that had the strongest inf1uence on girls’ achievement scores. |
本系統中英文摘要資訊取自各篇刊載內容。