教師期望與學生內外控信念關係之研究

Relationships Between Teacher Expectations and Internal-External Control in an Elementary School Children

郭生玉(Sheng-Yu Kuo)

《教育心理學報》 15期 (1982/06) Pp. 139-147

https://doi.org/10.6251/BEP.19820601.10

摘要

本研究的目的是在探討內外控學生在敎師高期望與低期望之下，對其自我觀念及成就動機的影響。研究的對象包括10名國小教師和168名國小五年級學童。他們是從459名的國小五年級兒童中抽取出來的。教師期望是屬於自然形成的期望，它是由每位級任教師經過將近一年的教學之後，依據其對兒童的綜合印象而評定的等級。受試者依敎師期望高低分成「高期望組」與「低期望組」之後，復依其內外控信念分數各分為「內控學生」和「外控學生」。除智力分數係抄自學校之外，受試者均接受「自我觀念測驗」與「成就動機問卷」。收集的資料經使用智力為共變數進行單因子共變數分析，獲得如下的結果：(1)在高期望組中，內控學生無論是自我觀念或成就動機均高於外控學生；(2)在低期望組中，內控學生的自我觀念高於外控學生，但成就動機的差異並未達到顯著水準。

並列摘要

This research was designed to explore the relationships between teacher expectations and internal-external control of elementary school children. Ten teachers and one hundred and sixty-eight fifth grade children were drawn from 459 fifth grade pupils in an elementary school in Taipei. They were classified into two groups, high expectation and low expectation, in terms of rankings of teacher expectations which were induced naturally after approximately ten-month teacher-pupil interaction. Based on the scores of internal-external control, the subjects of the two groups were divided respectively into internal control and external control groups. Subjects were administered both self-concept test and achievement motivation questionnaire, except that intelligence scores were copied down from the school record. The data obtained were analyzed by one-way analysis of covariance using IQ scores as covariate.
The major findings of the study were as follows: (1) For the teachers' high expectation group, the internal control group had a higher score on a self-concept test and an achievement motivation questionnaire than external control group. (2) For the teachers' low expectation group, the internal control group scored higher on a self-concept test than the external group, but there was no significant difference between two groups on an achievement motivation questionnaire.