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http://ir.ncue.edu.tw/ir/handle/987654321/6631
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| 題名: | 彰化縣國中學生學校氣氛知覺、人際關係、學校投入與學業成就之關係研究 |
| 其他題名: | The Relationships of Junior High School Students’ Perceptions of School Climate, Interpersonal Relationships, School Engagement, |
| 作者: | 蔡金鈴 |
| 貢獻者: | 吳璧如
蔡金鈴
TSAI, CHIN-LING |
| 關鍵詞: | 學校氣氛知覺;人際關係;學校投入;學業成就
school climate perception;interpersonal relationships;school engagement;academic achievement |
| 日期: | 2006
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| 上傳時間: | 2010-12-03
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| 描述: | 碩士
教育研究所 |
| 摘要: | 本研究旨在探討彰化縣國中學生的學校氣氛知覺、人際關係、學校投入與學業成就的關係。採問卷調查法進行；研究樣本為彰化縣公立國中934位學生；研究工具包括「學校氣氛量表」、「人際關係量表」、及「學校投入量表」；採描述統計、單因子多變量變異數、皮爾森積差相關、典型相關、階層多元迴歸等統計方法分析資料。
本研究獲致的研究結果如下：
一、彰化縣國中學生的學校氣氛知覺偏向人本型。
二、彰化縣國中學生對於同儕的心理親近需求最高、且情感品質最佳，其次依序為父母及教師。
三、彰化縣國中學生有較佳的課業投入與隸屬感，但課堂參與行為較不足。
四、彰化縣國中學生之學校氣氛知覺因年級而有顯著的差異。
五、彰化縣國中學生的人際關係與學校投入皆因性別、年級而有顯著的差異。
六、彰化縣國中學生學校氣氛知覺越偏向監控型，則其學校投入程度越低、學業成就表現也越差。
七、彰化縣國中學生在各類人際關係的心理親近需求與情感品質程度越高，則其學校投入程度越高，學業成就也越佳。
八、彰化縣國中學生的學校投入越高，則其學業成就越佳。
九、彰化縣國中學生的背景變項、學校氣氛知覺、及人際關係對於學校投入有預測作用。
十、彰化縣國中學生的背景變項、學校氣氛知覺、人際關係、及學校投入對於學業成就有預測作用。
The purpose of this study was to examine the relationships of school climate perceptions, interpersonal relationships, school engagement and academic achievement among junior high school students in Changhua County. A total of 934 students responded to a set of instruments, including the School Climate Scale, the Interpersonal Relationships Scale, and the School engagement Scale. The descriptive statistics, one-way MANOVA, Pearson product-moment correlation, canonical correlation, and hierarchical multiple regression were used to analyze data.
The results indicated that students’ perceptions of school climate tended to be humanistic. Students had higher levels of psychological proximity seeking and emotional quality with peers than with parents and teachers. Students’ academic engagement and belonging were better than average, but participation of classroom activities needed improvement. Significant differences were found among different grade levels on students’ perceptions of school climate. Students’ gender and grade level also influenced their interpersonal relationships and school engagement. There were significant correlations between students’ perceptions of school climate, interpersonal relationships, school engagement, and academic achievement. Finally, background variables, students’ perceptions of school climate, and interpersonal relationships could significantly predict school engagement; background variables, students’ perceptions of school climate, interpersonal relationships, and school engagement could significantly predict academic achievement. |
| 顯示於類別: | [教育研究所] 博碩士論文
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