高中師生各自知覺的關聯感對學生課堂投入的預測力

The Predictability of Relatedness Perceived by High School Students and Teachers toward Student Engagement

須正宇(Cheng-Yu Hsu)

指導教授 ： 雷庚玲

國立臺灣大學/理學院/心理學研究所/碩士(2018年)

https://doi.org/10.6342/NTU201801338

摘要

兒童期到青少年期學習動機不斷下降甚至排斥學習已幾乎是全球趨勢。本研究以自我決定理論中的「關聯感」向度為理論基礎，釐清關聯感的操作型定義，再以關聯感的不同測量方式，探討師生關係對青少年學習動機的解釋力。亦即除探討學生針對特定教師所知覺之關聯感及該教師知覺學生對其的關聯感對於學生在該教師課堂中「參與及承諾」和「無感及不滿」的行為與情緒之預測程度；同時測量教師的教學信念與行為共七個向度（鼓勵獨立、過度保護、對學生社會適應的洞察、對師生關係的重視、對自身權威的重視、回應性與可得性以及對學生的情感連結），釐清何者為能夠預測知覺關聯感的因子。研究一邀請61位在職教師填寫本研究所發展之「關聯感」及「教師之教學行為與信念」兩個測量工具並進行心理計量分析。研究二則邀請八所高中共55位高一班級之主科教師或導師填寫教師行為與信念及關聯感問卷，並邀請這些教師班上共1970位同學填寫關聯感問卷及課堂投入問卷。透過師生對偶樣本的多層次線性模式分析結果發現，即便考量了師生熟稔度及學生對特定教師所授科目的擅長程度，學生所知覺之師生關聯感依然能夠正向預測其在該教師的課堂中的參與及承諾之行為（β = .60, p < .001）和情緒（β = .64, p < .001）；並負向預測無感及不滿之行為（β = -.26, p < .05）和情緒（β = -.54, p < .05）。而教師知覺學生對其之關聯感則對學生課堂參與或無感等四個指標皆無顯著預測力。另一方面，透過班級層次的相關分析得知，本研究中僅有對師生關係的重視（β = .31, p < .05）、回應性與可得性（β = .29, p < .05）及與學生的情感連結（β = .31, p < .05）等三個教師因子能夠預測學生知覺之師生關聯感。本研究不但區分出不同關聯感報告者對學生課堂投入之預測力的差異，也顯示教師行為與信念對不同報告者所知覺關聯感的預測力不同，因此具體建議往後測量對教師之關聯感時不但應區分報告者，亦須區分測量內容是「關聯感本身」或「提昇關聯感之教師支持系統」。

關鍵字

自我決定理論 ； 關聯感 ； 學習動機 ； 師生關係 ； 班級經營

並列摘要

Learning motivation continues to drop from childhood to adolescence is now almost a worldwide trend. To understand how high-school teachers can promote students’ motivation in learning, the current research adopted the concept of “relatedness,” one of the key human needs postulated by Deci and Ryan’s (1985) Self-Determination Theory. Specifically, the current research aimed to clarify the operational definition of relatedness and apply different measurements of relatedness to find out whether teacher-student relatedness perceived by students and students’ relatedness perceived by teachers could predict students’ engagement and disaffection in learning. We also investigated which of the seven dimensions of teachers’ behaviors or beliefs, including autonomy support, over-protection, caring for students’ social adjustment, concern about teacher-student relationship, emphasis on teacher’s authority, responsiveness and availability, and affective connection with students, would help build relatedness. 61 high-school teachers participated in Study 1. They filled out online questionnaires investigating “relatedness” and “teachers’ behaviors and beliefs.” Some items and one subscale was deleted from the questionnaires according to results of item analyses. Another 55 teachers from eight high schools and 1970 tenth-grade students from those teachers’ classes were recruited in Study 2. The teachers filled out questionnaires of “teachers’ behaviors and beliefs” and “teacher’s perception of student’s relatedness.” The students filled out questionnaires of “self-perception of relatedness” and “classroom engagement and disaffection.” MLM (multilevel modeling) analyses on the teacher-student dyadic sample indicated that, after the time each teacher spent with the class per week and students’ self-rated ranking of class performance had been taken into account, relatedness perceived by students but not students’ relatedness perceived by teachers could significantly and positively predict students’ behavioral (β = .60, p < .001) and emotional (β = .64, p < .001) engagement, while negatively predict students’ behavioral (β = -.26, p < .05) and emotional (β = -.54, p < .05) disaffection. The correlation analyses between “relatedness” and “teacher’s behaviors and beliefs” pointed out that only “concern about teacher-student relationship” (β = .31, p < .05), “responsiveness and availability” (β = .29, p < .05), and “affective connection with students” (β = .31, p < .05), could predict relatedness perceived by students. This study revealed the differential predictability of relatedness reported by different informants toward student in-class engagement. The results also indicated relatedness perceived by students and teachers are correlated with different aspects of teachers’ behaviors and beliefs. We specifically suggest that relatedness reported by different informants should be treated with caution and should be conceptualized separately in terms of the perception of relatedness per se as opposed to the supporting system provided by teachers in promoting relatedness.

並列關鍵字

Self-Determination Theory ； relatedness ； learning motivation ； teacher-student relationship ； class management

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