苗栗縣國中學生偏差行為與師生衝突間相關性之研究
Abstract
本研究旨在瞭解國中生偏差行為與師生衝突相關之研究及學生面對師生衝突時的因應策略，並探討不同背景因素對國中生偏差行為與師生衝突的關聯性以及處理因應策略的差異情形。
本研究採用問卷調查法，以苗栗縣之公立國中學生為研究對象，共計抽取684名學生，有效問卷為614份。調查工具為自編之「國中偏差行為與師生衝突之調查問卷」，施測後所得之資料以描述統計、皮爾森積差相關、獨立樣本t考驗、單因子變異數分析、事後多重比較分析等方法來進行統計分析，其結論如下：
一、國中學生認為「不良習性偏差行為」最容易引發師生衝突。
二、國中學生面對師生衝突時，較常使用「逃避」的方式。
三、國中學生會因性別、年級、家庭結構不同而對偏差行為與師生衝突產生認知差異。
四、國中學生面對「違規犯過」的師生衝突，會以「逃避」、「合作」來因應；面對「不良習性」的師生衝突，會採取「合作」來因應；面對「學習困擾」的師生衝突，會以「逃避」、「抗爭」、「妥協」、「合作」的方式來因應。
五、國中學生會因性別、年級、家庭結構對師生衝突因應策略有認知差異。
根據研究結果，提出具體建議，俾供學校、師生、家長及未來研究之
參考。
The aim of the research was to understand the correlation between many junior high school students’ deviation behavior and teachers-students conflict, to know how to launch good strategy for students when students came upon teachers-students conflict, and to explore the correlation of students’ different background factors between many junior high school students’ deviation behavior and teachers-students conflict. The research analyzed the strategic differences that students launched. The research adopted the investigation method of the questionnaire whose research subjects were public junior high school students in Miaoli. The number of the students who filled in the form was 684. The effective questionnaire was 614. The tool of investigation made up by the researcher was “the questionnaire of junior high school students’ deviation behavior and teachers-students conflict.” The study was based on the data after constructing and examining the questionnaire. The data was carried on statistical analysis such as descriptive statistics, Pearson correlation, independent samples t-tests, one-way analysis of variance, and Scheffe method. Its conclusion was as follows: 1. The junior high school students thought that “the deviation behavior of the poor habits and acquired characteristics” was easy to trigger the teachers-students conflict. 2. Students often used the method of “escape” when facing the teachers-students conflict. 3. The junior high school students would produce the cognitive difference to “the deviation behavior and teachers-students conflict” because of their own gender, school-grade, and family background. 4. When the junior high school students encountered the teachers-students conflict--- “the violation of school rules and regulations,” they would adopt the manner of “escape” and “cooperation” to deal with it; when facing the teachers-students conflict--- “the poor habits and acquired characteristics,” students would adopt the manner of “cooperation” to deal with it; when meeting the teachers-students conflict--- “learning perplexity,” students would adopt the manner of “escape,” “resistance,” “compromise,” and “cooperation” to cope with it. 5. The junior high school students would produce the cognitive difference to “the teachers-students conflict” because of their own gender, school-grade, and family background. According to the result of the study, the researcher proposed the concrete suggestions for schools, teachers, students, parents, and investigations studied in the future to think about and decide upon.
The aim of the research was to understand the correlation between many junior high school students’ deviation behavior and teachers-students conflict, to know how to launch good strategy for students when students came upon teachers-students conflict, and to explore the correlation of students’ different background factors between many junior high school students’ deviation behavior and teachers-students conflict. The research analyzed the strategic differences that students launched. The research adopted the investigation method of the questionnaire whose research subjects were public junior high school students in Miaoli. The number of the students who filled in the form was 684. The effective questionnaire was 614. The tool of investigation made up by the researcher was “the questionnaire of junior high school students’ deviation behavior and teachers-students conflict.” The study was based on the data after constructing and examining the questionnaire. The data was carried on statistical analysis such as descriptive statistics, Pearson correlation, independent samples t-tests, one-way analysis of variance, and Scheffe method. Its conclusion was as follows: 1. The junior high school students thought that “the deviation behavior of the poor habits and acquired characteristics” was easy to trigger the teachers-students conflict. 2. Students often used the method of “escape” when facing the teachers-students conflict. 3. The junior high school students would produce the cognitive difference to “the deviation behavior and teachers-students conflict” because of their own gender, school-grade, and family background. 4. When the junior high school students encountered the teachers-students conflict--- “the violation of school rules and regulations,” they would adopt the manner of “escape” and “cooperation” to deal with it; when facing the teachers-students conflict--- “the poor habits and acquired characteristics,” students would adopt the manner of “cooperation” to deal with it; when meeting the teachers-students conflict--- “learning perplexity,” students would adopt the manner of “escape,” “resistance,” “compromise,” and “cooperation” to cope with it. 5. The junior high school students would produce the cognitive difference to “the teachers-students conflict” because of their own gender, school-grade, and family background. According to the result of the study, the researcher proposed the concrete suggestions for schools, teachers, students, parents, and investigations studied in the future to think about and decide upon.
Description
Keywords
偏差行為, 師生衝突, 衝突因應策略, 國中學生, Deviation behavior, Teachers-students conflict, to launch good conflict strategy, Junior high school students