臺北市國小學童學校滿意度影響因子之研究

A Study of the Influential Factors on School Satisfaction of Taipei Primary School Students

吳敏華(Min-Hua Wu) ； 林蔚芳(Wei-Fang Lin)

《國教新知》 65卷1期 (2018/03) Pp. 17-33

https://doi.org/10.6701/TEEJ.201803_65(1).0002

摘要

本文旨在探討臺北市國小學童在環境知覺、同儕關係、學習自我效能及學業成就四個影響因子與學校滿意度之間的影響路徑，並驗證Lent與Brown(2006)所提出的社會認知生涯理論滿意度模式對臺北市國小學童的適用性。研究者以臺北市9所不同類型學校之高年級學童為研究對象，採用自編問卷為研究工具，共回收674份有效問卷。研究結果發現如下：一、環境知覺、同儕關係與學習自我效能顯著影響學校滿意度。二、學習自我效能受環境知覺與同儕關係影響，並顯著影響學校滿意度與學業成就。國小學童學業成就對學校滿意度不具顯著影響。三、環境知覺、同儕關係、學習自我效能、學業成就四個影響因子與學校滿意度之模式適配度佳，驗證SCCT滿意度模式對臺北市國小學童適配情形良好。

關鍵字

學習自我效能 ； 學校滿意度 ； SCCT滿意度模式

並列摘要

The purpose of this study is to investigate how environmental consciousness, peer relationships, learning self-efficacy, and academic performance affect the satisfaction with school among Taipei elementary school students. The thesis also tries to validate the suitability of Social Cognitive Career Theory (SCCT) Satisfaction Model that proposed by Lent & Brown (2006) for elementary school students in Taipei. This study is based on quantitative data analysis. 674 valid questionnaires from the fifth graders and sixth graders in nine public elementary schools in Taipei city were collected. The results included (1) Environmental consciousness, peer relationships and learning self-efficacy significantly affect school satisfaction. (2) Learning self-efficacy is affected by environmental perception and peer relationships. Learning self-efficacy also influences school satisfaction and academic performance significantly. However, school satisfaction is not significantly affected by students' academic performance. (3)The school satisfaction model of elementary school students constructed in this study could be used to explain the empirical data well. The SCCT model is a satisfactory valid model for the the elementary school students in Taipei.

並列關鍵字

learning self-efficacy ； SCCT satisfaction model ； school satisfaction

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