- 期刊
【論文摘要】國中學生性別角色與生活適應、學習成就之關係
【論文摘要】THE RELATIONSHIP OF SEX TYPING BETWEEN LIFE ADJUSTMENT AND ACADEMIC ACHIEVEMENT OF JUNIOR HIGH SCHOOL STUDENTS
並列摘要
Developmental theories have long considered the establishment of a traditional sex role identity to be one of the major developmental tasks of adolescence. The main purposes of this study are (1) to examine the individual factors of sex role type, life adjustment and academic achievement, and (2) to analyze the relationship between sex role type, life adjustment and academic achievement. The study is based on 750 students of grade 8 from four junior high schools in metropolitan Taipei, 383 boys and 367 girls. Data collected from ＂a Chinese revision of Bern Sex-Role Inventory＂, ＂Series Scholastic Test for the Junior High School Students,＂ ＂A Chinese Revision of California Test of Personality＂ ＂Diagnoastic Test for School Guidance＂, GPA and ＂Standardized Academic Achievement Test - English & Mathematics＂ The obtained data were statistically analyzed by Pearson Product - Moment Correlation, X-square test, t-test, two factor analysis of variance (ANOVA), analysis of covariance and stepwise multiple regression analysis. The results of this study are as follows: 1. Generally speaking, the individual factors of the students as sex, IQ, SES, the mother's vocational influence the sex role type, life adjustment, academic achievements. 2. Among four positive sex role type of boys and girls, the androgynous has better life adjustment than the masculine, the feminine and the undifferentiated. 3. Among four negative sex role types of boys and girls, the undifferentiated has better life adjustment than the masculine, the feminine and the and rogynous. 4. Among the negative sex role types, the scores of the androgynous boys' GPA are the highest. The scores of English, Mathematics of the faminine boys are higher than the masculine, the androgynous and the undifferentiated. 5. According to the scores of GPA, English and Mathematics of the girls, there aren't any significant differences among the negative sex role types. 6. The regression analysis indicated that the six predictors of boys could determine the total variates of life adjustment at the percentage of 16 to 27, and those of girls were at 21 to 34. 7. The regression analysis indicated that the six predicators of girls could deter-mine the total variates of academic achievement at the percentage of 50 to 60, and those of girls were at 50 to 54. According to the discoveries mentioned above suggestions were proposed as follows: 1. To emphasize the parents education. 2. To emphasize the counseling of the students' sex role identity. 3. To cultivate the elegant manners of the students. 4. To reinforce the multiple objectives for instruction and evaluations.
並列關鍵字
無資料延伸閱讀
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