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  • 學位論文

國中學生所知覺的導師班級經營效能、學生自我概念與學生學習動機之關聯性研究-以桃園縣為例

The Relationships among Class Tutors’ Classroom Management Effectiveness Perceived by Students, Students’ Self-concept and Learning Motivation of Secondary Schools: Taoyuan County as an Example

指導教授 : 張淑慧

摘要


摘 要 本研究的主要目的在於探討國中導師班級經營效能、學生自我概念與學生學習動機三者間的關聯性。本研究採問卷調查法,調查的對象為桃園縣國民中學師生,問卷回收率為100%,有效樣本數為78位導師、678位學生。使用工具為「教師班級經營效能量表」、「國中生自我概念量表」與「學習經驗調查表」。經t檢定、單因子變異數分析、單因子多變量分析、皮爾遜積差相關、典型相關、逐步多元迴歸分析、路徑分析及淨相關分析。得到以下結果: 一、國中導師班級經營效能、學生自我概念與學生學習動機的現況均屬中等 以上程度。 二、不同學校地區及學校規模的導師之班級經營效能有顯著差異。 三、不同性別、年級及家庭社經地位之國中學生,其自我概念達顯著差異。 四、不同性別、年級及家庭社經地位之國中學生,其學習動機達顯著差異。 五、導師班級經營效能與學生學習動機呈顯著正相關。 六、學生自我概念與學生學習動機呈顯著正相關。 七、導師班級經營效能與學生自我概念對學生學習動機有顯著的預測力。 八、導師班級經營效能、學生自我概念與學生學習動機之路徑模式符合預期。 依據上述結果,提出結論和建議。

並列摘要


Abstract The purpose in this research was to explore the relationships among class tutors’ classroom management effectiveness perceived by students, students’ self-concept and students’ learning motivation in secondary schools. Subjects were randomly sampled from public secondary schools in Taoyuan County. The return rate was 100%. The valid sample was 78 teachers and 678 students. The questionnaire was constructed into three subsets: class tutors’ classroom management effectiveness, students’ self-concept and students’ learning motivation. The statistics used in this study were t-test, one-way ANOVA, MANOVA, Pearson product -moment correlation, canonical correlation, stepwise multiple regression, SEM analysis, and partial correlation. The major conclusions of this research were summarized as follows: 1. Class tutors’ classroom management effectiveness, students’ self-concept and their learning motivation were above average. 2. There were significant differences in class tutors’ classroom management effectiveness in variables such as school’s location and size. 3. There were significant differences in students’ self-concept in variables such as sex, grader and SES. 4. There were significant differences in students’ learning motivation in variables such as sex, grader and SES. 5. There were significant positive correlations between class tutors’ classroom management effectiveness and students’ learning motivation. 6. There were significant positive correlations between students’ self-concept and their learning motivation. 7. Students’ learning motivation could be predicted by class tutors’ classroom management effectiveness and students’ self-concept. 8. The path model among class tutors’ classroom management effectiveness, students’ self-concept and students’ learning motivation was validated by SEM. Based on these conclusions, this research made some suggestions.

參考文獻


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