頁籤選單縮合
題 名 | 國中教師教導方式及學生內外控信念與學生生活適應之關係 (摘要) |
---|---|
作 者 | 莊慧珍; | 書刊名 | 國立臺灣師範大學教育研究所集刊 |
卷 期 | 28 1986.06[民75.06] |
頁 次 | 頁469-478 |
分類號 | 521.12 |
關鍵詞 | 內外控信念; 生活適應; 國中; 教師; 教導方式; 學生; |
語 文 | 中文(Chinese) |
英文摘要 | Teachers are role models for students. They exert significant influence on them. The main purposes of this study are (1) to examine whether students' life adjustment is affected by their perceptions of their teachers' leadership and (2) to analyze the various influences on the students' internal - external locus of control. Three hundred and eighty-four eighth grade students, who come from five junior high schools respectively in the Taipei City, were selected as subjects. For assessing the adjustment scores, a Chinese revision of the California Test of personality was administered, as well as the Internal - External Scale and Teacher Instructional Leadership Questionnaire. The obtained data were statistically analyzed by two-factor analysis of variance (ANOVA) and stepwise multiple regression analysis. The results of this study are as follows: (1) The two main factors affecting students' life adjustment are the teachers' leadership and their own internal-external locus of control. Both boy and girl students are influenced by both the instructional type and internal-external locus of control, except for two items named "sense of personal freedom" and "social standards". (2) Internal-external locus of control students adjust way differently to different teachers. As a while view, under "low authority-high consideration" instructional leadership, students of internal locus of control make the best life adjustments. On the other kind, students of external locus of control adjust best to "high authority-high consideration" instructional leadership. (3) There was a negative relationship between students' life adjustment under teachers' "authority" instructional leadership and their external locus of control, but there was a positive relationship between teachers' "consideration" instructional leadership and students' internal locus of control. (4) Combining teachers' "authority" and "consideration" instructional leadership with students' internal-external locus of control could explain and predist the (11-23 percent margin of error) students' personal, social and total adjustments. Based on the findings mention above, we propose the following suggestions: Teachers should: (1) Be educated to understand instructional theory and to be cognizant and considerate of their students' personality traits. (2) Adapt their teaching techniques to harmonize with their students' futernal-external inclinations. (3) Strengthen their relationship with students in order to influence them more positively. (4) Initiate more contact with the students' families. |
本系統中英文摘要資訊取自各篇刊載內容。