教師期望與教師行為及學生學習行為關係之分析

Relationships of Teacher Expectations to Teachers' Behavior and Students' Learning Behavior

郭生玉(Sheng-Yu Kuo)

《教育心理學報》 13期 (1980/06) Pp. 133-152

https://doi.org/10.6251/BEP.19800601.10

摘要

本研究的目的有三：(1)探討敎師期望係透過何種途徑而產生自我應驗的預言作用；(2)分析九種敎師行爲對學生自我觀念、成就動機與學業成績三項學習行爲的綜合影響；(3)分析何種敎師行爲最能預測學生上述三項學習行爲。研究對象爲臺北市國中數學敎師4名，一年級學生160名，其中男生84名，女生76名。在學年剛開始之際，提供敎師有關學生智力、成就測驗分數與家庭背景資料，並經一個月的實際師生交互作用後，請敎師預估學生學期結束時的數學成績，以做爲自然形成的敎師期望分數。於學期未，每位學生都接受「自我態度問卷」、「成就動機問卷」及「敎師行爲評量表」三種測驗。所得資料，配合上述目的，分別採用徑路分析、多變項複廻歸分析與逐步廻歸分析三種方法統計處理。資料分析所獲得之結果如下：(1)敎師期望的自我應驗作用，係透過影響敎師行爲，而至影響學生自我觀念，再至影響成就動機的徑路；(2)九種敎師行爲綜合起來，同時對學生自我觀念、成就動機與學業成績三項學習行爲，具有預測的作用；(3)九種敎師行爲，除「懲罰」對女生成就動機的決定力量較大外，「溫暖」是一項最具有預測力的敎師行爲，它對男女生的自我觀念、成就動機與學業成績，均具有影響力。

並列摘要

The present study was designed to investigate: (1)the paths through which teacher expectations function as self-fulfilling prophecy effects; (2)the combinative effects of nine teacher behavior in predicting students' self-concept, achievement motivation, and academic performance, and (3) which kinds of teacher behavior could be used as the best predictors for students' self-concept, achievement motivation, and academic performance.
Subjects for the present study were 160 seventh grade students in Junior High School and 4 mathematics teachers. Early in the semester the experimenter presented the teachers with information concerning students' home background, IQ, and achievement test scores. After approximately one-month teacher-pupil interaction, the teacher expectations were induced through asking teachers to estimate students' mathematics achievement in the future. At the end of the semester, all the subjects were given self-concept questionnair, achievement motivation questionnair, and teacher behavior scale. The data obtained were analyzed by path analysis, multivariate regression analysis, and stepwise regression analysis in terms of the purposes described above.
The major findings of the study were as follows: (1)The teacher expectation acted as self-fulfilling prophecies through determining teacher behavior, and, in turn, teacher behavior influenced students' achievement motivation through his effects on students' self-concept; (2)Nine teacher behavior could be combined as powerful predictors for students' self-concept, achievement motivation, and academic achievment; (3)Warmth among nine teacher behavior was found to be the most powerful predictor for students' self-concept, achievement motivation, and academic performance.