班級社會環境對學習表現、學校生活適應、自尊的影響研究
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2008/08-2009/07
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健康促進學校已成為世界潮流，全球各地均積極推展，希望透過學校場域提供學生健康機會，進而提升健康狀態和生活品質。我國也自2005年在行政院衛生署和教育部的積極配合下，促使學校重視健康議題。但少有學校從社會環境營造著手，值得擔憂的是，學生心理健康問題出現隱憂，自殺、憂鬱等課題將成為二十一世紀的三大重要疾病之一。 班級社會環境對學生的學校生活適應、學業成就和自尊有重要影響力，如何協助國中教師重視和建構優質班級社會環境是本研究之焦點所在。本三年期研究將採質、量並重之研究方式來進行，第一年採深入訪談和焦點訪談方式來探知教師和學生對班級社會環境的觀點，並作為發展班級優質社會環境的基礎。接著第二年採用準實驗研究法來探討，比較實驗班級和對照班級學生學校生活適應、學業表現和自尊改變上的差異。第三年，除進行實驗介入之延宕效果評價外，更進一步調查全縣市國中教師、家長和學生對班級社會環境的需求和意見。 研究主要目的包括下列六項： （1） 訪談、分析和比較教師與學生對班級社會環境的看法。 （2） 建立有效評估班級社會環境之工具。 （3） 探討班級社會環境與國中學生學習表現、學校生活適應及自尊的關係。 （4） 研擬班級社會環境介入方案。 （5） 執行和評價班級社會環境介入方案。 （6） 瞭解並比較國中教師、學生和家長對班級社會環境的意見。
World Health Organization had initiated the Global Health Promoting School Program to promoting health status of students. Social environment is one of the six main domains of this program. Moreover, mental disorders will be one of the three diseases in the twenty-one century and psychological problems of adolescent are increasing now a day. Implementing a health promoting school program which focuses on students’ mental and social well-being is an important issue for middle schools. This study will be a three-year longitudinal study. In the first year, deep interview and focus group interview will be held to get teachers’ and students’ opinions about classroom social environment. In the second year, an experimental pre-test/ post-test design will be used. Twelve classes of eighth graders in two middle high schools in I-Lan Country will be selected and assigned as one experimental group and two control groups. The experimental group will receive a whole-school year treatment. Before and after the classroom social environment intervention, three groups of subjects will be assessed and compared with their perceived classroom social environment, learning performance, school life adjustment, and self-esteem. In the third year, we will survey randomly selected 278 teachers, 377 students, and 377 parents in I-LAN junior high schools, and examine their viewpoints and needs about classroom social environment improvement. At the same time, the delay effects of the intervention on learning performance, school life adjustment, and self-esteem will be evaluated. The main purposes of the present study are as follows: 1. To assess, analyze and compare teacher’s and student’s opinions of classroom social environment. 2. To establish an effective classroom social environment assessment instrument. 3. To explore the relationships among learning performance, school life adjustment, self-esteem and classroom social environment. 4. To design a classroom social environment intervention program. 5. To implement and evaluate the effectiveness of classroom social environment intervention program. 6. To assess and compare needs of classroom social environment among teachers, students, and parents.
World Health Organization had initiated the Global Health Promoting School Program to promoting health status of students. Social environment is one of the six main domains of this program. Moreover, mental disorders will be one of the three diseases in the twenty-one century and psychological problems of adolescent are increasing now a day. Implementing a health promoting school program which focuses on students’ mental and social well-being is an important issue for middle schools. This study will be a three-year longitudinal study. In the first year, deep interview and focus group interview will be held to get teachers’ and students’ opinions about classroom social environment. In the second year, an experimental pre-test/ post-test design will be used. Twelve classes of eighth graders in two middle high schools in I-Lan Country will be selected and assigned as one experimental group and two control groups. The experimental group will receive a whole-school year treatment. Before and after the classroom social environment intervention, three groups of subjects will be assessed and compared with their perceived classroom social environment, learning performance, school life adjustment, and self-esteem. In the third year, we will survey randomly selected 278 teachers, 377 students, and 377 parents in I-LAN junior high schools, and examine their viewpoints and needs about classroom social environment improvement. At the same time, the delay effects of the intervention on learning performance, school life adjustment, and self-esteem will be evaluated. The main purposes of the present study are as follows: 1. To assess, analyze and compare teacher’s and student’s opinions of classroom social environment. 2. To establish an effective classroom social environment assessment instrument. 3. To explore the relationships among learning performance, school life adjustment, self-esteem and classroom social environment. 4. To design a classroom social environment intervention program. 5. To implement and evaluate the effectiveness of classroom social environment intervention program. 6. To assess and compare needs of classroom social environment among teachers, students, and parents.