國中生班級氣氛、學習滿意度、導師領導行為與班級生活幸福感之相關研究

Abstract

本研究旨在探討不同背景變項之國中學生在班級氣氛、學習滿意度、導師領導行為與班級生活幸福感間的差異與相關情形。研究過程採用分層隨機抽樣方法，共抽取基北區11所公立國中之八、九年級男女學生，有效樣本共632人。研究工具包括「班級氣氛量表」、「學習滿意度量表」、「導師領導行為量表」以及「班級生活幸福感量表」，以SPSS 18.0版進行統計分析。所得資料進行信、效度考驗，並以描述統計、積差相關、單因子多變項變異數分析、單因子變異數分析、典型相關分析與多元迴歸分析等統計方法進行處理。研究結果如下： 一、國中生之班級氣氛，在性別、年級等背景變項並無顯著差異。 二、國中生之學習滿意度，在性別變項有顯著差異，在年級變項無顯著差異。 三、國中生之導師領導行為，在性別變項無顯著差異，在年級變項有顯著差異 四、國中生之班級生活幸福感，在性別、年級等背景變項並無顯著差異。 五、班級氣氛與學習滿意度間有二組典型相關。 六、導師領導行為與班級氣氛間有二組典型相關。 七、導師領導行為與學習滿意度間有二組典型相關。 八、班級氣氛、學習滿意度與導師領導行為對班級生活幸福感有顯著預測力，其中以「學習滿意度之學習成果」與「班級氣氛之團結」層面對班級生活幸福感之預測力最高。 最後，研究者依據本研究結果加以討論，並提出具體建議以做為國中生實務輔導工作及未來研究之參考。The purpose of the study was to explore the relationships among classroom climate, learning satisfaction, teacher leadership and subjective class well-being of junior high school students. The predictability of classroom climate, learning satisfaction and teacher leadership to subjective class well-being was also examined. Participants were 632 junior high school students (293 males and 339 females) from eleven junior high schools in Taipei and Keelung. The instruments applied were Classroom Climate Scale, Learning Satisfaction Scale, Teacher Leadership Scale and Subjective Class Well-being Scale. The obtained data were analyzed by descriptive statistics, one-way MANOVA, canonical correlation analysis, and multiple regression analysis. The results were as follows: 1.The classroom climate and the subjective class well-being of junior-high school students do not varied significantly in terms of gender and grade. 2.The learning satisfaction of junior-high school students varied significantly in terms of gender, but not the grade; however, the teacher leadership of junior-high school students varied significantly in terms of grade, but not the gender. 3.The canonical correlations between classroom climate and learning satisfaction, between teacher leadership and classroom climate, and between teacher leadership and learning satisfaction were significant. 4.The subjective class well-being could be predicted from classroom climate, learning satisfaction and teacher leadership. Among which the learning achievement and the cohesiveness had the highest predictive power. Implications of this study for junior-high school education and suggestions for future researches were also discussed.