國小班級氣氛的因素分析與追蹤研究

Factor Analysis and Follow-Up Study of Elementary Classroom Climates as Assessed by the Barclay classroom Climate Inventory

吳武典(Wu-Tien Wu)

《教育心理學報》 12期 (1979/06) Pp. 133-156

https://doi.org/10.6251/BEP.19790601.10

摘要

爲探討班級氣氛的基本結構及基對學業成就的影響，本研究以譯訂的「多重方法、多重特質」的「巴克雷班級氣氛測驗」(BCCI)實驗於兩所國小三至六年級學生（男224，女214），進行主軸因素分析，並就三年級樣本追蹤觀察，到六年級時重施同樣測驗（有效樣本爲男53，女42）。以簡單相關分析及t檢定考驗三年間班級氣氛之變動性。最後，以三年級時的BCCI因素爲預測變項，以六年級時的學業成績爲效標變項，進行多元迴歸分析。研究結果顯示：(1)因素分析方面，男生得到八個因素（求知性、衝動性、內向性、精力性、領導性、保守性、多變性與抑鬱性）女生得到八個因素（求知性、衝動性、內向性、精力性、領導性、保守性與於緩性）。這些因素大多可與美國BCCI因素互相匹配。顯示中美BCCI因素，有共通之處。(2)變動性分析方面，經過三年，BCCI變項相當穩定，尤以綜合三種來源的因素及來自教師與友伴評選的量尺爲然。三年之後，男生的職業興趣、增強取向及友伴支持皆大有增加，退縮行爲則減少，顯示有正向發展；女生的學習動機與精力性均減低，顯示有消極的變化。(3)迴歸分析方面，我國BCCI因素能顯著地影響一學期後的學業成就(R^2=.603~.836)與三年後的學業成就(R^2=.593~.732)，美國BCCI因素也具有同樣的預測效力(R^2=.636~.789與R^2=450~.803)。由此可見無論結構上或實徵上，BCCI均具有良好的泛文化效度。

並列摘要

To determine the underlying structure of Chinese classroom climate variables and the stability and variability of the classroom climate over a period of three years, the Chinese version of the Barclay Classroom Climate Inventory (BCCI) was administered to 224 boys and 214 girls of grades 3 to 6 from two elementary schools. By means of the multimethod factor analysis procedure, factors of boys and girls were derived separately. The third grade samples were followed into sixth grade and were then assessed by the BCCI again. The stability as well as the significance of means differences over three years were tested by simple correlational analysis and t test. Finally, using BCCI factors as predictors, achievment in the sixth grade as criterion, a multiple regression analysis was performed. It was found that: (1) Eight foctors emerged for boys, i.e., Achievement-Motivation, Impulsivity, Introversion, Energy, Leadership, Conservative, Variability and Melancholy; Seven factors emerged for girls, i.e., Achievement-Motivation, Impulsivity, Introversion, Energy, Leadership, Conservative and Slowness. The first five factors of both sexes are equivalent to 6 American BCCI factors. (2) The BCCI variables were relatively reliable over three years, especially for the multimethod factors and scales of teacher's rating and peer nominations. On the other hand, the process of schooling tended to be in favor of boys rather than girls. (3) Chinese BCCI factors significantly accounted for the variance of the posttest achievement criterion (for one semester, R^2=.603~.836; for three years, R^2=.593-.732). American BCCI factors also predicted the same criterion almost as well as the Chinese (R^2=.636-.789 and R^2=.450~.803 respectively). It is evident that the BCCI has the cross-cultural validity, whether conceptually or empirically.