國小學生知覺教師管教方式與同儕關係對學習動機與學業成就之影響

The effects of elementary school students’ perception of teachers’style and peer relationships on their learning motivation and academic achievement.

李卷肯(JUAN-KEN Li)

指導教授 ： 郭文般

國立臺北大學/社會科學學院/社會學系/碩士(2013年)

摘要

本研究為了解教師管教方式與同儕關係對學生的學習動機與學業成就的影響，欲探究學生的學習動機與學業成就會因為教師管教方式、同儕關係的不同，而有怎樣的變化。
本研究以新北市新莊區某市立國小學生672位學生為研究對象，採用問卷，獲取所需資料，再以描述統計、相關分析、單因子變異數分析、多元迴歸分析、結構方程式模型分析等統計方法進行分析。
研究結果發現：第一，教師管教方式與同儕關係對學生的學習動機有顯著影響，相較於督促型，放任型與威權型的學生，學習動機較為低落；而同儕關係對學習動機則有正面影響。第二，教師管教方式與同儕關係對學生的學業成就有顯著影響，相較於督促型，放任型、回應型的學生學業成就較差；而同儕關係對學業成就則有正面影響。第三，透過學習動機，相較於督促型，放任型與回應型的學生學業成就表現較差；而同儕關係透過學習動機對學業成就產生正面影響。
本文的研究發現給了研究者身為人師的啟發，能給學生適度要求與傾聽回應的老師，最能幫助學生。

關鍵字

教師管教方式

並列摘要

This study was to understand the effects of teachers' disciplinary styles and peer relationships on students' learning motivation and academic achievement and to explore the changes of students’ motivation and academic achievement as a result of teachers’ different disciplinary styles and different peer relationships.
In this study, 672 students from New Taipei City elementary schools were randomly selected as the subjects. The data were collected by means of questionnaires and then analyzed through Descriptive Statistics, Correlation analysis, ANOVA analysis, multiple regression analysis, and structural equation modeling.
The results are as follows. First, teachers’ disciplinary styles and peer relationships have a significant effect on students' motivation. Compared to students of Authoritative type, those of Indifferent and authoritarian type have relatively low learning motivation.Besides, peer relationships have a positive effect on learning motivation. Second, teachers’ disciplinary styles and peer relationships have a significant effect on students’ academic achievement. In addition, students of Indifferent and response type have poorer academic achievement than Authoritative type.Furthermore, peer relationships has a positive effect on academic achievement. Third, teachers’ disciplinary styles and peer relationships affect students’ learning motivation.Hence, students of Authoritative type with higher learning motivation have better academic achievement than those of Indifferent and Permissive type. Also, the peer relationships influence learning motivation and therefore plays a positive role in students’ academic achievement.
The study inspires the researcher that the best way to help students is a teacher who disciplines students appropriately, listens to students and gives feedback.

參考文獻

林麗琴，1995，《國民小學教師領導型態與學生疏離感相關之研究》。高雄：國立高雄師範大學教育研究所。

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