國中生知覺導師幽默感、管教方式對班級氣氛與學習動機之影響

Abstract

本研究旨在探討國中生知覺導師幽默感、管教方式對於學生在校的班級氣氛與學習動機的影響，主要的目的有四項：（一）編製一份適用於國中生評量知覺導師幽默感、管教方式、班級氣氛與學習動機的量表，進一步瞭解其知覺互動情形。（二）探討不同師生性別、年級別對於知覺導師幽默感、管教方式、班級氣氛、及學習動機的差異情形。（三）探討目前國中生知覺導師幽默感、管教方式與班級氣氛、學習動機的關係。（四）探討國中生知覺導師幽默程度與管教方式與班級氣氛對學習動機的預測力。本研究採問卷調查法，以「知覺導師幽默感量表」、「知覺導師管教方式量表」、「國中生班級氣氛量表」及「國中生學習動機量表」作為研究工具。選取台北市、台北縣、基隆市等十三所國中的七至九年級學生為研究對象，共計956人。根據受試者在研究工具的反應進行統計分析，獲得下述結果： 一、以學生性別而言，男生知覺到較高的「忽視」與「嚴格」型管教方式。 二、以導師性別而言，學生知覺女導師的幽默感較高；男導師常用「忽視」型，女導師則常用「開明」與「寬鬆」型的管教方式；女導師的班級氣氛較佳。 三、以年級別而言，七年級知覺到較高的導師幽默感、班級氣氛、「開明」與「嚴格」型的管教，學習動機也較高。 四、學生知覺導師以「開明」型管教，其知覺導師幽默感、班級氣氛、以及學習意願與價值都較佳。 五、國中生知覺導師幽默感、管教方式與班級氣氛、學習動機彼此間除了「忽視」型管教以外，其餘皆有正相關。 六、國中生知覺導師幽默感、管教方式能有效預測班級氣氛及學習動機。

The main purpose of this research is to explore how junior high school students perceive their advisors’ sense of humor and ways of discipline and how their perception influences the classroom climate and students’ learning motivation. There are four purposes included in this research: (1) Develop a scale which is able to evaluate the students’ perceptions of their advisors’ sense of humor and ways of discipline, the classroom climate, and students’ learning motivation to realize the influence between them. (2) Explore the differences of the above-mentioned perceptions in different genders of advisors and different graders. (3) Probe the relations among students’ perceptions of their advisors’ sense of humor and ways of discipline, classroom climate, and learning motivations. (4) Acquire prognosis for classroom climate and students’ learning motivation with varying students’ perceptions. This research adopts questionnaire investigation and uses four scales as research tools, which are “Perception of Advisors’ Sense of Humor Scale”, “Perception of Advisors’ Discipline Scale”, “Classroom Climate for Junior High Students Scale”, and “Learning Motivation of Junior High Students Scale.” The subjects involve 956 students from 7th to 9th grade of 13 junior high schools in Taipei City, Taipei County and Keelung City. Data obtained in the study were analyzed by quantitative analysis. The major findings of the study are as below: （1）In terms of students’ gender: In ways of teachers’ discipline, male students perceived more “neglect” and “strict” ways. （2） In terms of advisors’ gender: The female advisors have more sense of humor in their discipline and the classroom climate is better; however, the male advisors adopted “neglect” way more. （3）In terms of graders, the 7th graders perceive advisors’ sense of humor, open classroom climate, and “liberal” and “strict” ways of discipline more than other graders. Besides, they have higher learning motivations. （4）Students whose advisors adopt the “liberal” way of discipline have better perception for the advisors’ sense of humor, classroom climate. They have better learning motivations and higher values as well. （5）Except the “neglect” way, students’ perception of advisors’ sense of humor and ways of discipline, classroom climate, and students’ learning motivation have positive correlation in all ways. （6） The perception of advisors’ sense of humor and ways of discipline can efficiently predict the classroom climate and students’ learning motivation.