Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/79680
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dc.contributor國立臺灣師範大學體育學系zh_TW
dc.contributor.author吳玉萍zh_TW
dc.contributor.author李碧霞zh_TW
dc.contributor.author呂昌明zh_TW
dc.contributor.author卓俊辰zh_TW
dc.contributor.author賴香如zh_TW
dc.contributor.author陳庭儀zh_TW
dc.date.accessioned2016-08-04T09:12:23Z-
dc.date.available2016-08-04T09:12:23Z-
dc.date.issued2010-06-01
dc.identifierntnulib_tp_F0106_01_066
dc.identifier.issn1561-8137
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/79680-
dc.description.abstract本研究目的在於瞭解國中生知覺班級社會環境與自尊現況,並探討兩者的關係。研究母群體為全臺公私立國中生,採比率機率和隨機抽樣法抽取20校、60班學生,並以中文版班級環境量表及自尊量表進行調查,共回收1,797份有效問卷(回收率85.6%)。所得資料以皮爾森積差相關和階層迴歸等統計方法進行分析。研究主要發現:1.研究對象知覺班級社會環境偏正向,但參與層面的平均得分略低於中間值。2.研究對象的整體自尊、學業自尊、身體自尊與社會自尊皆為中等偏正向的情形。3.班級社會環境與整體自尊、學業自尊、身體自尊及社會自尊均呈正相關。4.在控制個人背景變項後,班級社會環境對整體自尊、學業自尊、身體自尊與社會自尊的解釋力分別為12%、19%、8%與31%。本研究建議:教師可應用教學或班級經營技巧,提升國中生的班級參與度;並營造健康班級社會環境,以提升學生的自尊。zh_TW
dc.description.abstractThe purpose of this study was to assess the relationship between perceived classroom social environment and self-esteem of junior high school students. Using Probability-proportionate to size sampling, 2,100 students of 60 classes in 20 schools were selected. Chinese version of the Inventory of Classroom Environment, and Chinese Adolescent Self-Esteem Inventory were included in a self-administrated questionnaire. Totally, 1,797 provided effective data and were analyzed by Pearson correlation and hierarchical regression. The major findings were listed as follows: 1. Perceived classroom social environment of the subjects was positive, but the Involvement subscale was slightly lower than the average score of the median. 2. The overall self-esteem, academic self-esteem, physical self-esteem, and social self-esteem were positive. 3. Classroom social environment was positively associated with overall self-esteem, academic self-esteem, physical self-esteem, and social self-esteem. 4. After controlling personal factors, classroom social environment could explain 12%, 19%, 8% and 31% variation of overall self-esteem, academic self-esteem, physical self-esteem and social self-esteem respectively. We recommend that teachers apply teaching and classroom management skills to get students involve in class work. Furthermore, teachers might create a healthy classroom social environment in order to foster self-esteem of students.en_US
dc.languagezh_TW
dc.publisher中華民國學校衛生學會zh_TW
dc.relation學校衛生,56,59-81zh_TW
dc.subject.other班級社會環境zh_TW
dc.subject.other自尊zh_TW
dc.subject.other國中生zh_TW
dc.subject.otherClassroom social environmenten_US
dc.subject.otherSelf-esteemen_US
dc.subject.otherJunior high school studentsen_US
dc.title臺灣地區國中生知覺班級社會環境與自尊之相關研究zh_TW
dc.titleRelationship between Perceived Classroom Social Environment and Self-esteem among Junior High School Studentsen_US
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