學校環境、自我概念與學校生活適應之關係探討─以慈輝班學生為例

Abstract

本研究旨在探討全台慈輝班學校環境與慈輝班學生自我概念、學校生活適應之關係。由於現有的研究針對一兩所學校進行瞭解占多數，較無法掌握這些慈輝學生在中介教育裡自我發展與適應的全貌，尤其缺乏探討編班型態對學生的影響，以及探究哪些學校環境因素是影響學生自我概念與學校生活適應的重要因子，因此，針對分布在全台灣九個有設立慈輝班的學校進行慈輝學生之全面調查。

本研究共發出368份問卷，回收314份，扣除無效問卷，共有277份有效問卷，有效回收率為75.27％，於正式施測前有進行專家效度與預試的步驟。問卷內容包含個人基本資料、就讀學校資料、班級氣氛量表、自我概念量表與學校生活適應量表。調查所得之資料使用SPSS 22.0版本進行描述性統計、獨立樣本T檢定、單因子變異數分析、皮爾森積差相關、階層迴歸等統計方法加以分析後，獲得下列結論：

一、慈輝班的編班型態以非融入式為多；班級人數介於11~20人間所佔比例最高；導師的編制呈單、雙導師制並行；輔導教師人力多數以設置3人以上為主；有七成慈輝班學生之學校編制1位學校社工；大部分慈輝班以一對多的認輔制度為主；慈輝班的班級氣氛則屬中等程度。

二、慈輝班學生之自我概念、學校生活適應發展狀態尚可，探討各項自我概念與學校生活適應的關聯中，『心理自我』與『對學校的態度』發展最佳，『學習適應』最差。

三、不同編班型態、班級導師人數、輔導教師人數及認輔師生比例對慈輝班學生的自我概念、學校生活適應有顯著差異影響。

四、班級氣氛分別與自我概念、學校生活適應呈中度正向相關，自我概念與學校生活適應則屬高度正向相關。

五、學校環境分別對自我概念與學校生活適應具有預測力。

六、班級氣氛會透過自我概念對學校生活適應產生正向的預測效果，且自我概念具有完全中介的影響力。

本研究最後根據上述的研究結論，對實務層面及未來研究提出建議，作為教育、學校社工與輔導人員以及未來研究之參考。The study aims to discuss the relationship among schooling environment, self-concept and school life adaption of the students in Tsyr-huei classes at schools in Taiwan. For that most studies among relevant existing research focusing on the investigation of one or two schools only and especially lacks for the investigation of the influence of class arrangement on students and the exploration of which factors concerning school environment are the critical ones affecting students' self-concept and school life adaption, it is difficult for us to gain a comprehensive understanding of the development of the students' self-concept and school life adaption in Tsyr-huei classes in alternative education system. Therefore the complete investigation of the status of all students in Tsyr-huei classes at the 9 specific schools with Tsyr-huei classes in Taiwan was conducted.

A total of 368 copies of the questionnaire were delivered for the study, out of which 314 copies were collected, and after deduction of invalid copies, the effective ones collected were 277 copies, accounting for a 75.27% effective collection rate. The step of pretest with expert validity was done before the questionnaire survey was actually conducted. The content of the questionnaire included basic personal information, school information, classroom climate scale, self-concept evaluation scale, and school adaption scale. The collected data were processed with SPSS Ver. 22.0 through the statistical methods of descriptive statistics, independent samples T tests, one-way analysis of variance, pearson product-moment correlation and hierarchical regression, the following conclusions are reached:

1. The arrangement of Tsyr-huei classes was mostly non-immersive with each class having 11-20 students as the majority; each Tsyr-huei class was given either one or two homeroom teachers, along with at least 3 guidance teachers as a norm; the schools with no less than 70% of total students in Tsyr-huei classes were equipped with 1 school social worker. Most of Tsyr-huei classes adopted a one-to-many counseling pattern, and the climates in Tsyr-huei classes were at medium levels.

2. Students in Tsyr-huei classes had normal performances in the aspects of the development of self-concept and school life adaption. Among the connections between self-concept and school life adaption, the items of "psychological self" and "attitude toward school" were the most developed, while the "learning adaption" was the least.

3. Different classes patterns, numbers of homeroom teachers and guidance teachers as well as counselor-student ratio at school led to the influence with significant differences among the students' self-concept and school life adaption in Tsyr-huei classes.

4. The classroom climate was moderately and positively correlated with the self-concept and school life adaption of the students, and the correlation between self-concept and school life adaption was highly positive.

5. The school environment presented a capability of prediction on self-concept and school life adaption.

6. The classroom climate produced the positive effect of prediction on school life adaption via self-concept, and self-concept had the influence of complete mediation.

Based on the conclusions mentioned above, the study has delivered relevant proposals for practical implementation as well as for future studies. Hopefully, the proposals can be used as reference by school social workers, the competent authorities of education and counseling and researchers in the future.