頁籤選單縮合
題名 | 國中學生學習適應及其相關因素之研究= |
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作者 | 李坤崇; |
期刊 | 臺南師院學報 |
出版日期 | 19940600 |
卷期 | 27 1994.06[民83.06] |
頁次 | 頁75-94 |
分類號 | 521.12 |
語文 | chi |
關鍵詞 | 國中學生; 學習適應; |
中文摘要 | 本研究旨在分析國中一至三年級學生學習適應的狀況,探討性別、年級、自我觀念、 學校類型、教師教導特質、家庭社經地位和家庭教養特質與國中學生學習適應的關係,以及 比蠅民國七十九年與民國八十一年國中學生學習適應的差異。採用學習適應量表、自我觀念 測驗、教師教導特質問卷、家庭教養方式問卷和基本資料調查表為研究工具,隨機抽取1,002 名國中學生為樣本,結果發現:1.國中學生的學習環境最佳,而學習方法最差。2.民國八十一 年國中學生學習方法與家庭教養特質均顯著較民國七十九年國中學生為差。3.國中女生的學 習適應顯著優於男生。4.國中學生的學習適應隨年級增加而逐漸退步。5.學校類型愈大國中學 生的學習適應愈佳。6.家庭社經地位感高國中學生的學習適應感佳。7.性別、年級、學校類型、 家庭社經地位和學習適俞的關係均屬微弱。8.七個自變項對國中學生學習適應的預測力,由 高而低依序為自我觀念、教師教導特質、家庭教養特質、年級、性別、學校類型和家庭社經 地位。9.七個自變項與五項學習適應係透過四組典型因素呈相當的共變現象。 |
英文摘要 | This is the second study this author made on the learning adjustment of junior high scool students by Learning Adjustment Inventory. The purposes this research were to analyze the learning adjustment of junior high school's first grade to third grade students, to compare with those of two studies in 1990 and 1992 by this author with the same instrument and to explore the relationship of sex, grade, self-concept, school size, teaching trait, social-econmic status (SES) and parental rearing attitude with learning adjustment. 1,002 students were randomly selected as the subjects. The major findings of this study were as follows: 1. The learning environment of students' response on Learning Adjustment Inventory was highest but the learning method of students' response was lowest. 2. After tow years, there were significant decline on learning method and parental rearing attitude. 3. Girls had significantly less learning adjustment problems than boys. 4. Students in a lower grade level had significantly less learning adjustment problems than those in a higher grade level. 5. Students in a bigger school had significantly less learning adjustment problems than those in a smaller school. 6. Students with a higher SES had significantly less learning adjustment problems than those with a lower SES. 7. The strengths of relationship in sex, grade, school size and SES with learning adjustment reflected low association. 8. Seven predictive variables which made significant contribution to the predictor of learning adjustment were identified and ranked in the order of (a)self-concept, (b) teaching trait, (c) parental rearing attitude, (d) grade, (e) sex, (f) school size, (g) SES. 9. There was a signigicant canonical between the seven predictive variables and the five criterion variables. Four canonical factors were identified. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。