國中國文教師個人學術樂觀與學生學業成就之關聯性研究-以桃園市為例

The Relationship between Individual Academic Optimism of Secondary Chinese Teachers and Student Achievement - Taoyuan County as an Example

林怡萱(Yi-Hsuan Lin)

指導教授 ： 張淑慧

中原大學/人文與教育學院/教育研究所/碩士(2015年)

https://doi.org/10.6840/CYCU.2015.00408

摘要

摘 要
本研究主要目的在探究國中國文教師個人學術樂觀與學生學業成就之相關。本研究採問卷調查法，立意抽樣桃園市公立國中任教九年級的國文教師220位，有效問卷為198份，回收率為90%。研究工具為「教師個人學術樂觀問卷」；資料分析採用t考驗、變異數分析、積差相關、多元迴歸、結構方程式分析等統計方法，本研究之發現如下：
一、目前桃園市公立國中國文教師具有中上程度的個人學術樂觀。
二、男女教師在整體個人學術樂觀具有顯著差異；男女教師在「教師自我效能感」、「學術強調」向度有顯著差異；不同學歷教師在「學術強調」向度有顯著差異。
三、教師個人學術樂觀與學生學業成就具顯著低度正相關。
四、教師個人學術樂觀中，以學術強調對學生學業成就較有預測力。
五、教師個人學術樂觀對學生學業成就路徑模式具有因果關係。
最後依據本研究結論，分別針對教育行政機關、學校、國中國文教師以及後續研究等方面提出建議。

關鍵字

教師個人學術樂觀 ； 學生學業成就

並列摘要

The purpose of the present study was to explore the relationships between individual academic optimism of the secondary Chinese teachers and student achievement. The methodology was questionnaire survey. The valid return rate was 90% and 198 teachers participated in the study. The questionnaire was teacher individual academic optimism scale. The data were analyzed with t-test, ANOVA, Pearson correlation, multiple regression, and structural equation model. The major findings were as follows：
1.The teachers perceived a middle-high level for individual academic optimism.
2.The teachers with different gender showed significant differences in individual academic optimism. The teachers with different gender showed significant differences in self-efficacy and academic emphasis dimensions. The teachers with different educational level showed significant differences in academic emphasis dimensions.
3.There was significant correlation between teacher individual academic optimism and student achievement.
4. Academic emphasis significantly predicted student achievement.
5.The causal model from individual academic optimism of the secondary teachers to student achievement was verified.

並列關鍵字

individual academic optimism ； secondary teachers ； student achievement

參考文獻

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