國小學生之導師領導風格與其自我調整學習關係之研究─以桃園縣為例

A Study of Relationship between Elementary School Advisors’ Leadership and Students’ Self-Regulated Learning─Taoyuan County as An Example

楊允羿(Yun-Yi Yang)

指導教授 ： 黃坤錦

中原大學/人文與教育學院/教育研究所/碩士(2011年)

https://doi.org/10.6840/cycu201100094

摘要

在國民小學班級是學校系統最基層的單位，導師是班級的靈魂人物，因此，面對學生背景的多樣化，導師必須和學生維持良好互動，充分發揮其領導的地位和功能。目前教育重點應如何協助學生從生活中，表現學習行為，並提升其規劃管理與自我調整學習的能力，作為教導學生之準則。
本研究旨在瞭解國小導師領導風格與學生自我調整學習之關係，並以桃園縣為例。本研究以問卷調查法的方式進行實證研究並蒐集資料，從國小學生的角度來探討導師領導風格與國小六年級學生自我調整學習的關係，施測中以每所學校隨機抽取六年級班級一班為本研究施測對象，總共發出470份問卷，回收468份問卷，回收率為99.1%，剔除作答不全的4份問卷，共回收有效問卷464份，回收率為98.7%。統計方法採平均數、標準差、t考驗、單因子變異數分析、Scheff′e法事後比較、Pearson積差相關等。
本研究發現，導師領導風格與自我調整學習有高度相關。不同背景變項（性別、學區、服務年資）對於導師領導風格有差異；而父母教育程度對於學生自我調整學習有差異等。依據這些研究發現，分別提出對家庭、學校、國小教師以及未來研究之建議。

關鍵字

自我調整學習 ； 導師領導風格

並列摘要

In elementary schools, class is the most basic unit in school systems. An advisor is the soul in a class. Therefore, to face the diversified backgrounds of students, An advisor has to maintain a good interaction with students to bring the status and function of leadership into full play. The focus of current education should be on assisting students in exhibiting learning behaviors in their life and improving their ability in planning management and self-regulated learning as the criteria for instructing students.
The main purpose of this study is to understand the correlation between elementary school Advisors’ leadership style and students’ self-regulated learning, and Taoyuan County was given as an example. The questionnaire survey in this study was conducted by performing an empirical study and collecting data. The correlation between Advisors’ leadership styles and grade 6 elementary school students’ self-regulated learning was investigated from the perspective of elementary school students. One grade 6 class of each school was randomly selected as the subjects in this study. A total of 470 questionnaires were distributed, and 468 questionnaires were returned, with a return rate of 99.1%. After eliminating 4 incompletely answered questionnaires, there were 464 valid questionnaires; the valid return rate was 98.7%. In addition, statistical methods, such as mean, standard deviation, t-test, one-way ANOVA, Scheffe’s post hoc comparison, and Pearson product-moment correlation were used.
It was found that Advisor’s leadership style is highly correlated with students’ self-regulated learning. In addition, mentors’ leadership styles are affected by different background variables (gender, school district, and years of service), and students’ self-regulated learning is affected by parents’ level of education. Suggestions on families, schools, elementary school teachers, and future studies were proposed respectively based on these research findings.

並列關鍵字

Self-Regulated Learning ； Advisors’ Leadership

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