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NCUEIR > College of Education > Graduate Institute of Education > Dissertations and Theses > Item 987654321/6612

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6612

Title:	國中學生自我效能、父母期望、教室結構知覺與學業成就之研究
Other Titles:	A Study on Self-Efficacy, Parental Expectancies, Classroom Structure Perceptions and Academic Achievement of
Authors:	林文乾
Contributors:	黃德祥林文乾 Wen-Chyan Lin
Keywords:	自我效能;父母期望;教室結構知覺 Self-Efficacy;Parental Expectancies;Classroom Structure
Date:	2006
Issue Date:	2010-12-03
Description:	碩士教育研究所
Abstract:	摘要本研究旨在了解國中學生自我效能、父母期望、教室結構知覺與學生學業成就的現況；探討不同背景變項（性別）之國中學生，其自我效能、父母期望、教室結構知覺與學生學業成就的差異情形；分析國中學生自我效能、父母期望、教室結構知覺與學生學業成就的相關情形；最後再探究國中學生之性別、自我效能、父母期望、教室結構知覺，何者為影響學生學業成就之主要預測因子。本研究採問卷調查法，以台中縣依山、海、屯不同區域，及大、中、小不同類型之學校809名國中學生為研究對象。以研究者自編之「自我效能量表」、「父母期望量表」及「教室結構信念量表」為研究工具，以描述性統計、t考驗、單因子變異數分析、皮爾遜積差相關分析及階層多元迴歸分析等方法進行統計處理。本研究主要發現如下：一、國中學生的自我效能、父母期望水準及教室結構知覺現況均屬於中上程度。二、國中學生的父母期望以家務、學業成就及一般成就為主，其次才是同儕活動及特殊才藝。三、不同性別之國中學生在自我效能、父母期望無顯著差異，在教室結構知覺與學生學業成就有顯著差異。四、整體學業成就上有顯著組別差異，以山線之國中學生的學業成就有顯著差異。五、父母期望與自我效能、學生學業成就呈低的正相關。六、教室結構知覺與父母期望、學生學業成就均呈高的正相關。七、國中學生之性別、自我效能、父母期望、教室結構知覺對學生學業成就具有顯著的預測力。本研究最後根據研究結果提出各項建議，以供家長、教師、教育行政機關及未來研究之參考。關鍵詞：自我效能、父母期望、教室結構知覺 A Study on Self-Efficacy, Parental Expectancies, Classroom Structure Perceptions and Academic Achievement of Junior High School Students Wen-Chyan Lin Abstract This study aimed to understand the self-efficacy, parental expectancies, classroom structure perceptions and academic achievement of junior high school students; to explore the differences among self-efficacy, parental expectancies, classroom structure perceptions and academic achievement of junior high school students on different backgrounds; to analyze the correlation among self-efficacy, parental expectancies, classroom structure perceptions and academic achievement of junior high school students; and to explore the prediction to the academic achievement of junior high school students in their gender, self-efficacy, parental expectancies, classroom structure perceptions. Scales including three instruments: Self-Efficacy Scale, Parental Expectancies Scale, and Classroom Structure Perceptions Scale were administered to a sample of 809 junior high school students from Taichung country. The statistical methods used to analyze the data were descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple regression. The conclusions of major were as follows: 1. Junior high school students had a fair level of self-efficacy, parental expectancies, and classroom structure perceptions 2. Parental expectancies of junior high school students were mainly from household responsibilities, academic achievement and general success. Peer activities and extra-curricular activities ranked second. 3. The differences of students’ self-efficacy, parental expectancies were not significant, classroom structure perceptions and academic achievement between groups were significant. 4. The differences of academic achievement between groups are significant. 5. There were low positive correlations among parental expectancies, self-efficacy and academic achievement. 6. There were high positive correlations among classroom structure perceptions, parental expectancies, and academic achievement. 7. The junior high school students’ gender, self-efficacy, parental expectancies, classroom structure perceptions could significantly predict their academic achievement. Based on these results, this study offers related suggestions to parents of students, teachers and administrative organizations, and future study. Keywords：Self-Efficacy；Parental Expectancies； Classroom Structure Perceptions
Appears in Collections:	[Graduate Institute of Education] Dissertations and Theses

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