國小學童參與課後方案之受輔經驗與其自我概念影響之研究-以桃園市為例

自80年代開始，政府先後推出不少課後方案，幫助不計其數的弱勢兒童；此外，研究也發現，溫暖、被接納的有效學習環境與適當的教師引導，有助於學童問題行為的改善，提升其自我概念。因此，本研究以桃園郊區之國小課後照顧班高年級學童為研究對象，希望藉此研究了解學童其在課後照顧班中教師課業指導，與自我概念的關聯性。本研究採抽樣調查法，共發出130份問卷，回收後有效問卷為113份，可用率為86.92%。使用工具使用羅品欣、陳李綢編製之「國小高年級學童自我概念量表」與自編之「國小課後照顧班調查」。所得資料運用百分比、平均數、標準差、單因子變異數分析、積差相關分析進行統計分析。綜合文獻探討與研究調查結果，本研究之結論如下：一、國小課後照顧班受輔經驗調查中，五年級高於六年級、父母為本國籍學童高於新住民子女。顯示課後照顧班中的學習鷹架搭建及學童的年齡、發展與環境因素適配，作適當的規劃與調整。六年級學子較接近青春期，性格較為敏感，因此在課業協助時更需考量其感受性；而新住民子女因其家長因本身語言學習困難，在課業輔導上更需仰賴外界的協助。二、在高年級學童的自我概念方面，其中「情緒自我概念」，男生高於女生，顯見自我概念的發展，會受到性別與其內在情緒而影響。三、在課後照顧班受輔經驗與自我概念之相關情形調查發現，在「社交」與「家庭」自我概念達顯著之關聯性。顯示在課業輔導與學習方面，「人際關係」扮演重要的角色，因此無論是師生互動或是家庭氣氛、教養方式等等，都影響著學童的課業學習成效。根據上述結論，本研究分別從學校行政、課後照顧班規劃、老師及未來研究提出建議。

關鍵字

自我概念；課後照顧方案；新住民子女

並列摘要

Since the 1980s, the government has launched a number of after-school programs to help countless vulnerable children in Taiwan. In addition, research suggested that a warm and effective learning environment with appropriate teacher’s guidance can help improve the behaviors of school children and enhance their self-concepts. Therefore, the goal of this study is to understand the relationships between teachers’ instructions and children’s self-concepts in after-school class by sampling the participants of the after-school children in the suburbs of Taoyuan City. -. In this study, a couple of sample surveys, “ Elementary School Senior Student Self-Concept Scale” and the “after-class care survey,” were conducted respectively in this study. A total of 130 questionnaires were sent out, and113 questionnaires were valid with the recovering rate 86.92%. The data obtained were analyzed statistically using percentage, average, standard deviation, one-way ANOVA, Pearson product- moment correlation. The conclusions of the study were summarized as below： 1.According to the tutoring experience survey conducted by the after-school care class, the fifth graders in tutoring experience were higher than the sixth graders, and children of native parents gained better tutoring experiences than those of immigrant parents. The establishment of the learning scaffolding on after-school care programs should be planed and adjusted based on the age, development and environmental factors. Because of their parents' difficulties in language learning, immigrant children s needed to rely on outer assistance more. 2.In the self-concept of elementary school students, boys’ self-concepts were higher than girls’ in terms of emotional concepts showing that the development of self-concept is influenced by the factors of gender and internal emotions. 3.A survey of the after-class programs associated with tutoring experiences and self-concepts found that there was a significant correlation between the factors of “sociability” and “family”. It shows that "interpersonal relationship" plays an important role in tutoring and learning. Therefore, teacher-student interaction, family atmosphere, or parenting style, etc., affected the effectiveness of schoolwork learning.