頁籤選單縮合
題 名 | 我國國小學生行為困擾相關因素之研究 |
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作 者 | 甘夢龍; | 書刊名 | 臺南師院學報 |
卷 期 | 26 1993.06[民82.06] |
頁 次 | 頁25-52 |
分類號 | 521.18 |
關鍵詞 | 行為; 困擾; 國小; 學生; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在分析我國國小四至六年級學生行為困擾的狀況,並探討性 別、年級、智力、學業成績、自我觀念、學習適應、教師教導特質、學校類型、 家庭社經地位、和家庭教養方式與行為困擾的關係。採用「奧雷心理能力測驗」 (水準四)、「自我觀念測驗」、「國小學生學習適應量表」、「教師教落特質問 卷」、「家庭教養方式問卷」、「國小學生行為困擾調查表」和「基本資料調查 表」為研究工具,隨機抽取1003名國小四至六年級為對象,並收集彼等學業成績, 結果發現:(一)國小學生的自我關懷因擾最高,身心發展困擾最低,均顯著低於民 國七十六年時學生的反應。(二)國小女生的自我關懷顯著高於男生。(三)國小四 至六年級學生的行為困擾隨年級增加而減少。(四)國小學生的智力、學業成績、 自我觀念和學習適應分別與行為困擾具顯著負相關。(五)仁類、勇類學校學生的 行為困擾顯著高於智類學校學生。(六)教師教導特質和國小學生行為困擾具顯著 負相關。(七)高家庭社經地位國小學生的行為困擾顯著低於低家庭社經地位的國 小學生。(八)家庭教養方式與國小學生行為困擾具顯著負相關。(九)十個自變項 對行為困擾預測力,較重要的七項由高而低依序為自我觀念、學習適應、智力、 性別、學校類型、年級和學業成績,至於教師教導特質、家庭社經地位、和家庭 教養方式的預測力甚弱。(十)十個自變項與五類行為困擾係透過四個典型因素而 相互影響。 |
英文摘要 | The purposes of this study were to examine the adjustment problems infourth to sixth grade students and to determine the relationships of gender,grade, IQ, GPA, self-concept, learning adjustment, teaching style, school size,social-economic status (SES) and parental children attitude to adjustment problems.One thousand and three students in fouth to sixth grades were randomly selectedas the the subjects. The results indicated: (1) Among the five categories of adjustment problemsstudents in fourth to sixth grades had a highest percentage of problems onadjustment for self-concern and a lowest percentage of problems in adjustmentfor psysical & psychological development. Students registered in 1989 acrademicyear had significantly less poblems than those registered in 1987 in adjustment forschool life and adjustment for family life. (2) Boys had signficantly less problemsthan girls in adjustment for self-concern. (3) Students in a higer grade level hadsinificantly less adjustment problems than those in a lower grade level. (4) IQ,GAP, Self-concept and learning adjustment were singificantly negatively correlatedwith adjustment problems. (5) Students in large-size schools had significantlyless adjustment problems than those in middle-size schools and small-size schools.(6) Teaching style was significantly correlated with adjustment problems. (7)Students with a higher SES had significantly less adjustment problems than thosewith a lower SES. (8) Parental children attitudes were significantly correlatedwith adjustment problems. (9) Seven predictive variables which made significantcontribution to the predictor of adjustment problems were iden tified and rankedin the order of (a) self-concept, (b) learning adjustment, (c) IQ, (d) gender, (e)school size, (f) grade. Howeves, SES and parental children attitudes did not makesignificant contribution to the predition of adjustment problems. (10) There wasa significant canonical between the five predictive variables and the five criterionvariables. Four canonical factors were identified. |
本系統中英文摘要資訊取自各篇刊載內容。