導師利社會行為與學生關係攻擊行為之相關性研究

Abstract

本研究旨在探討國中階段導師利社會行為、學生利社會行為，及學生關係攻擊行為的關係。本研究採用便利取樣，以新北市、台北市及桃園縣的6所國中，不分年級，共13個班級學生及該班導師為研究對象，總計有效樣本有363名學生及13名導師。 本研究藉由問卷調查法進行研究資料蒐集，所使用的問卷包含班級學生填寫的「青少年人際互動問卷」及班級導師填寫的「教師利他行為問卷」。「青少年人際互動問卷」包括兩大部分，第一部分是自我評量，題目涉及學生評量導師利社會行為、自己的利社會行為及自己的關係攻擊行為；第二部分則是同儕評量，每位學生評定該班同性別的其他學生之利社會行為及關係攻擊行為。「教師利他行為問卷」則是由該班導師自我評量利社會行為表現。 資料處理方式以Pearson's積差相關進行檢驗，以瞭解各變項之間的關聯性，若三者間皆達顯著相關，則用階層迴歸分析了解學生利社會行為是否為中介因子。結果發現： 一、學生評量導師的利社會行為與學生自陳的利社會行為有低度正相關。 二、學生自陳的利社會行為與同儕評量的關係攻擊行為有低度正相關。 三、導師利社會行為和學生關係攻擊行為中，不論是自陳或是他人評量所得之資料，均無顯著相關。 四、本研究假設的中介變項─學生的利社會行為，並無中介效果存在。 最後，研究者依據研究結果提出對未來研究及教育現場上的應用提出建議。The purpose of the study was to examine the associations among the prosocial behavior of the teachers, the prosocial behavior and relationally aggressive behavior of the students at junior high schools. The participants consisted of 363 students and 13 teachers from 13 classrooms of 6 schools at New Taipei City, Taipei City, and Taoyuan County. The measurement used in this study included Teenager’s Interpersonal Interaction Scale reported by the students, and Teacher’s Prosocial Behavior Scale reported by the teachers. Teenager’s Interpersonal Interaction Scale included two parts, one was self-reported scale consisted of students’ perceived prosocial behavior of teachers, students’ own prosocial behavior and relationally aggressive behavior. Another part was peer rating, for students to measure their classmates of same gender in terms of prosocial behavior and relational aggression. Teacher’s Prosocial Behavior Scale reported by teachers regarding their own prosocial behavior. The main findings were as follows: 1.Teachers’ prosocial behavior reported by students had a significantly low positive association with students’ self-reported prosocial behavior. 2.Students’ self-reported prosocial behavior had a significantly low positive association with students’ peer-rated relational aggression. 3.There was no significant correlations between teachers’ prosocial behavior and students’ relational aggression. 4.There was no mediating effect for the variable of students’ prosocial behavior. Finally, based on the findings, educational implications and suggestions for future study were proposed.