Please use this identifier to cite or link to this item:
|Other Titles:||A Research Of Junior High School Students' Self-Concept, Peer-Relationship And Their Influencing Factors|
Department od Education, NTNU
|Abstract:||法國哲學家笛卡兒（R. Descartes）提出：「我思故我在。」 的名言，由我思出發，推演出一套真理標準，來確立整個世界。到了康德（I. Kant）調合理性主義與經驗主義的衝突，提出純粹理性批判，認為知識是來自經驗與理性，並完成了知識論上哥白尼式是革命，使原來主體投向客體的認知，轉變為客體符就主體先天形式的認知。到了胡賽爾（E. Husserl）更提出「主體唯一」的信念，把一切都還原到意識之中，最高度的意識只能以自己作為對象，以自己作為客體，再也不用址出自身，而在它自己之內就可以尋求滿足，於是主體的自我乃成為宇宙的中心。戰後，存在主義興起，強調個別、獨特的自我，自我心理學亦風起雲湧，自我的研究乃成為近年行為科學的熱門題目。|
Self─concept is the core of personality, and peer relationship is an important factor influencing the development of personality. This research was to find factors related to self─concept and peer relationship, as a preliminary research for finding the influencing factors, and with the expectation that the findings might be helpful to the practice and theory of education and guidance. After an intensive literary reference, the writer presented the following four hypothesis：（1）Self─concept was related to the achievements in academic, moral, physical and group─life education, intelligence, peer─relationship, achievement motive, SES, locus of control, neuroticism and anxiety.（2）High scorers in self─concept also scored higher in academic, moral, physical and group─life education, intelligence, peer─relationship, achievement motive, locus of control and SES than low scorers, but scored lower in anxiety and neuroticism than low scorers.（3）Peer─relationship was related to the achievements in academic, moral, physical and group─life education, intelligence, achievement motive, locus of control and self─concept.（4）The stars scored higher in academic, moral, physical and group─life education, achievement motive, locus of control, intelligence and self─concept than the isolated. The sample included 332 junior high school first─year and second─year students, selected form two junior high schools in Taipei City. The research instruments were Chinese versions of“Tennesee Self─Concept Inventory”,“Achievement Motive Questionnaire”, “Eysenck's Personality Inventory” , and “A Locus of Control Scale for Children by Nowichi and Strickland”, “The Chinese Children's Manifest Anxiety Inventory”, a SES checklist, a self─prepared self─concept adjectives inventory and sociometric test. Every student got 23 kinds of scores. They were achievements in academic, moral, physical and group─life education, intelligence, peer─relationship, achievement motive, SES, locus of control, extroversion─intr
|Appears in Collections:||教育研究所集刊|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.