教師的間接與直接影響行為和學童創造力及學業成績之關係

Children Perceptions of Teacher Behaviors Related to Their Creativity and Academic Achievement

郭生玉(Sheng-Yu Kuo)

《教育心理學報》 18期 (1985/06) Pp. 57-83

https://doi.org/10.6251/BEP.19850601.4

摘要

本研究是在依Flanders的師生互動理論，設計敎師行爲評量表，透過學生的知覺而探討敎師的間接與直接行爲與兒童創造力及學業成績的關係。研究對象爲四位六年級老師敎學下的小學生155名，其中男生71名，女生84名。他們透過自己的知覺評量敎師的行爲，並接受創造力測驗。資料收齊後，以積差相關、逐步廻歸分析和典型相關分析，加以統計分析，結果得到以下的發現：(1)五項敎師的間接行爲與三項敎師的直接行爲，能有效預測男女生各項創造思考力，但有些敎師的間接行爲具有負向預測作用，而有些敎師的直接行爲則具有正向預測作用。(2)五項間接敎師的行爲與三項敎師的直接行爲，除男生美勞，女生作文和美勞外，也能有效預測男女生的各科學習成績，唯有些敎師的間接行爲具有負向預測作用，而有些敎師的直接行爲則具有正向預測作用。(3)在男生的創造力方面，主要是由接受想法、問問題、懲罰與權威等四項敎師行爲，透過一個典型因素而影響思考的變通性、獨創性和精密性；在女生方面，主要是由獎勵、接受想法、問問題、懲罰和權威等五項敎師行爲，透過一個典型因素而影響思考的變通性。(4)在男生的學業成績方面，主要是由接受想法與講解兩項敎師行爲，透過一個典型因素而影響國語、作文和數學三科成績；在女生方面，有兩個典型因素，其一是由接納感受、獎勵、接受想法、問問題、熱誠、講解與懲罰等七項敎師行爲，透過第一個典型因素而影響國語、作文和數學三科成績；其二是由懲罰與權威兩項敎師行爲，透過第二個典型因素而影響作文、數學和美勞三科成績。

並列摘要

The present study intended to explore the relationships between the direct and indirect teacher behaviors and the creativity and GPA of children by designing scale of teacher behavior from students perceptions on Flanders' teacher-student interaction theory. The subjects sampled was 155 elementary school students taught by four six-grade teachers. Of the 155 subjects, 71 were boys and 84 girls. The subjects evaluated the teachers' behaviors by their own perception and received test of creativity. The data was collected and analyzed by Pearson's product-moment correlation analysis, the stepwise multiple regression analysis, and canonical correlation analysis. The results were as follows:
1. Five indirect teacher behaviors and three direct teacher behaviors can predict adequately the boys' and girls' creative thinking. But some indirect teacher behaviors predicted negatively while some direct teacher behaviors positively.
2. Five indirect teacher behaviors and three direct teacher behaviors, except for the boys' esthetic & manual works and the girls' composition and esthetic & manual works, can also predict effectively all the subjects' course scores. But some indirect teacher behaviors made negative prediction while some direct teacher behaviors made positive prediction.
3. As to the boys' creativity, the flexibility, originality, and elaboration were mainly influenced by four teacher behaviors through one canonical factor. The four teacher behaviors included accepting ideas, asking questions, punishment, and authority. As to the girls, the flexibility of thinking was mainly influenced by the five teacher behaviors, namely, encouraging, accepting ideas, asking questions, punishment, and authority.
4. As to the boys' course scores, their Chinese, composition, and arithmetic were mainly influenced through a canonical factor by accepting ideas and lecturing. While to the girls, two canonical factors were included. Through the first factor, accepting feeling, encouraging, accepting ideas, asking questions, enthusiasm, lecturing and punishment excerted influence on Chinese, composition, and arithmetic. And punishment and authority influenced composition, arithmetic, and esthetic & manual works through the second factor.