國中導師正向管教與班級關係攻擊行為之相關研究 ——以桃園市為例

A Study of The Relationship between Junior High School Teachers' Positive Discipline and Relational Aggression in Classroom: Taoyuan County as an Example

呂明芳(Ming-Fang Lu)

指導教授 ： 杜淑芬

中原大學/人文與教育學院/教育研究所/碩士(2016年)

https://doi.org/10.6840/cycu201600420

摘要

本研究旨在探討桃園市國民中學導師正向管教與班級關係攻擊之現況， 並分析不同背景變項之差異、相關、預測情形。本研究採取的研究方法為問卷調查法，以104學年度桃園市60 所公立國民中學，共74244位學生作為研究母群體，採便利抽樣之方式抽取 850位學生為研究樣本，以「班級導師和同學關係品質調查表」為研究工具實施調查。資料處理以描述性統計、t考驗、單因子變異數分析、皮爾遜積差相關、逐步迴歸分析法進行資料分析。本研究結果歸納如下：一、桃園市國民中導師正向管教之情形偏向中高水準。二、桃園市國中生班級關係攻擊之情形不顯著。三、不同「年級」及「學校規模」之國中生知覺導師正向管教具有差異：七年級知覺程度高於八、九年級；12班以下之學校的國中生知覺程度大於49班以上之學校。四、不同「年級」之國中生知覺班級關係攻擊具有差異：九年級知覺程度高於七、八年級。五、導師正向管教與班級關係攻擊之相關係數為-0.272（p<.01），兩者呈現高度負相關。六、導師正向管教對班級關係攻擊之預測方程式為：班級關係攻擊=-0.299彼此的尊重，其預測率為8.6 %。
最後，本研究依據上述結果，提出相關建議，俾供教師、國民中學校與教育行政機關，以及後續研究者參考。

關鍵字

霸凌、正向管教、關係攻擊

並列摘要

This study is aimed to explore the relationship between teacher’s positive disciplines and relational aggression in classroom in Taoyuan City, Taiwan. A questionnaire survey combined with “The Teachers’ Positive Discipline Scale” and “Perceived Relational Quality and Aggression in the Classroom” was developed to fulfill the purpose. Eight hundreds and fifty participants were sampled from 60 schools via convenient sampling. The collected data were analyzed by the statistical methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, and stepwise regression. The results found:
1. The teachers of Taoyuan City presented good condition in positive discipline and the students also displayed good condition in the relational quality in classrooms.
2. The subjects of different background perceived different positive discipline levels of teachers and different relational aggression condition in classrooms. The 9th graders perceived more relational aggression in classroom.
3. There was a significant negative correlation between teachers’ positive discipline and class relational aggression.
4. Using stepwise regression analysis, the positive regard was the most significant predictor among three subscales of the teachers’ positive disciplines to the relational aggression in classroom.
Finally, the researcher made suggestions for teachers, junior high school principals, and educational administrators, and future researchers.

並列關鍵字

bullying study, positive discipline, relational aggression, secondary schools

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