【論文摘要】國中學生學校生活素質與學校適應行為的關係

【論文摘要】THE RELATIONSHIP BETWEEN STUDENTS' QUALITY OF SCHOOL LIFE AND BEHAVIOURAL ADJUSTMENT TO SCHOOL IN JUNIOR HIGH SCHOOL A MASTER THESIS

莊明貞(Mei-Jane Chuang)

《國立臺灣師範大學教育研究所集刊》 27輯 (1985/06) Pp. a85-93

https://doi.org/10.6910/BGIENTNU.198506_(27).0020

並列摘要

The study aims (1) to examine whether students' perceiving their school life quality and behavioural adjustment were affected by factors, such as sex, class, SES, (2) to analyze sex, class, SES, behavioural adjustment factors how they influence the school life quality factors, and (3) to provide some useful suggestions to study school-assessment and plan for school guidance works. The samples used in this work were taken from 624 students in the second year of four junior high schools respectively in Taipei. Family Socio-Economic Status Scale, The Quality of School Life Questionnaire (QSL), Behaviour in School Inventory (BST) were statistically treated by T-test, one-way ANOVA, product-moment correlation, canonical correlation analysis and stepwise multiple regression analysis. The main findings of the study were as follows: 1. Sex, class make significant difference-female students were superior to the males, and upper-class students were superior to the low-class in perceiving their quality of school life. 2. There was no significant difference between students of different SES in perceving their quality of school life. 3. Sex, class make significant difference in students' school behavioural adjustment variables. The female adjusted to school better than the males did, upper-class students were better than lower-class in their behavioural adjustment also. 4. There was no significant difference between students of different SES in school adjustment variables, as far as ＂peer contact＂, students with medium class performed better than those with low-class of SES did. 5. Teacher contact, peer contact, studiousness, compliance, SES factors can account for and predict 47% variance of students' perceving their quality of school life. According to the above conclusions, some recommendations were suggested. 1. Establish multiple assessment models, to pay much attention to affective goals evaluation. 2. Create school open climate, arouse students to take part in the school affairs and consider important for students' opinions. 3. Put school guidance functions into effect, consider important different sex, academic achievement students percevied differently their school life quality. 4. Practice hidden curricumm teaching, assist student s to establish positive attitude toward their school. 5. Enlarge the quality of school life study, aid school evaluation plans to develope.