Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/90812
Title: 國中生師生依附、教師管教方式與適應困難之相關研究
The relationship among teacher-student attachment, teacher discipline, and life adjustment for junior high school students
Authors: 程景琳
Ching-Ling, Cheng
李玲玲
Ling-Ling, Li
Keywords: 國中生
師生依附
教師管教方式
適應困難
junior high school students
teacher-student attachment
teacher discipline
students' adjustment difficulties
Issue Date: 2014
Abstract: 本研究旨在探討國中生師生依附、教師管教方式與適應困難之相關和預測情形,以及不同背景變項(性別、年級)在教師管教上之差異性。研究參與對象為臺灣地區國中生共533位(男生272人、女生261人),採用「親子依附量表」、「師生依附量表」、「教師管教方式量表」、「適應困難量表」等研究工具獲取所需資料,再以描述統計、獨立樣本t檢定、單因子變異數分析、Dunnett’s事後比較法、皮爾遜積差相關、多元逐步迴歸等統計方法進行分析,結果發現: 一、師生依附與適應困難具有顯著負相關存在。 二、教師管教方式之「導師回應」與適應困難具有顯著負相關存在;教師管教方式之「導師違規懲罰」與適應困難具有顯著正相關存在。 三、國中生知覺男導師和女導師管教方式在「導師回應」和「導師違規懲罰」上均未具顯著差異存在。 四、國中男學生和女學生知覺教師管教方式在「導師回應」上未具顯著差異存在;但是在「導師違規懲罰」上具有顯著差異存在,且男學生知覺現任導師對其要求,及違規時的懲罰情形高於女學生。 五、不同年級學生知覺教師管教方式在「導師回應」和「導師違規懲罰」上均具有顯著差異存在:9年級學生知覺受到現任導師的鼓勵,及與導師的溝通、討論狀況比7、8年級學生高;8年級學生知覺現任導師對其要求及違規時,給 予權威、負向的懲罰情形高於9年級。 六、教師管教方式之「導師違規懲罰」對國中生適應困難達顯著預測力存在。 本研究根據上述研究結果加以討論,並提出數點建議,以供後續相關實務工作及研究的參考。
This study aims to investigate the relationships among teacher-student attachment, teacher discipline, and life adjustment for junior high school students. This study employed the questionnaire survey to collect data. The sample consisted of 533 students (272 boys and 261 girls) from junior high schools in Taiwan.The instrument used in this study included the Inventory of Parents Attachment, Inventory of Teacher Attachment, Teacher Discipline Scale, and Difficulties Questionnaire. The data acquired were analyzed by descriptive statistics, t-test, one-way ANOVA, Dunnett’s post hoc test, Pearson’s product-moment correlation, and multivariate regression. The main findings of this study are as follows: 1.There was significant negative correlation between teacher-student attachment and students’adjustment difficulties. 2.There were significant negative correlation between teachers’ responsive discipline and students’adjustment difficulties.There were significant positive correlation between teachers’ demanding discipline and students’ adjustment difficulties. 3.There were no significant differences among male and female teachers’ discipline. 4.There were no significant differences among male and female students’awareness of their teachers’ responsive discipline.There were significant differences among male and female students’ awareness of their teachers’ demanding discipline. Male students’ perception were higher than female students. 5.There are significant differences among the students in different grades in regard to their awareness of their teachers’ discipline. The level of the response received by the ninth grade students were significantly higher than seventh and eighth grade students. The level of the demandingness received by eighth grade students were significantly higher than ninth grade students. 6.The students’adjustment difficulties can be predicted by teachers’demanding discipline. Finally, in light of the findings, some suggestions for education and future study were proposed.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0599012107%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/90812
Other Identifiers: GN0599012107
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