學校依附感與教師支持

School Attachment and Teacher's Support

劉盈芳(Ying-Fang Liu)

指導教授 ： 沈幼蓀

國立臺北大學/社會科學學院/社會學系/碩士(2011年)

摘要

既有文獻指出學校依附感較高的學生往往有較高的學業成就、較低輟學率且較少偏差行為。基於學校依附感能帶來諸多正面影響力，使教育、社會學者開始關切這個非學術層面卻象徵著適應是否良好的指標。本研究使用TEPS台灣教育長期追蹤資料庫，以2001年國一以及2003年國三的同一批學生作為研究對象，分別以橫斷面模型及縱貫性模型來分析影響學校依附感的可能因素。研究結果發現：1. 女生比男生的學校依附感高，國三時期原住民相對於漢人有較高的依附感，私立學校反而較吸引台灣的學生，國一被同儕霸凌的陰影會持續影響到國三的學校依附感。國三時會比國一的依附感來的低，雖然台灣的國三學生必須面臨巨大的升學壓力，但如果越多老師給予情緒支持，依然能夠提昇他們對學校的好感。2. 即使考慮到同儕效應、個人特質以及學校相關因素，分析結果顯示教師的正面與負面支持的確會影響學生的學校依附感，其效果持續從國一影響至國三。不但如此，亦發現國三教師支持的影響遠比國一時期大，表示教師對不同年級的學生影響力有所差異。本研究提供一個提升學生學校依附感的有效策略，對青少年而言，除了父母之外的重要他人莫過於同儕及老師，本文揭示同儕有其一定的影響力，但教師的角色更重要，老師透過情緒支持來滿足學生的心理需求，當學生感覺到愛、被接納，使他們加深對學校的情感，更喜歡去上學、享受學習，當然也更快樂。

關鍵字

學校依附感 ； 教師支持 ； 青少年

並列摘要

Research has shown that students who have higher school attachment have higher academic achievement and less deviant behaviors than those who have lower school attachment. Thus, educators and sociologists suggest that we should focus on nonacademic outcomes, such as school attachment. This study uses TEPS(Taiwan Education Panel Survey) “Wave-1 and Wave-2 student and parent questionnaire” as the main analytic data. It estimated cross-sectional and longitudinal models of teacher’s support on students’ feelings about school on data from 7th- and 9th-grade students. The result shows that (1) Girls have higher school attachment than boys. Aboriginals have higher school attachment than the Han’s students have in 9th grade. Private schools are more attractive to Taiwanese students. The negative effect of peer victimization continuously influences students from 7th grade to 9th grade. 9th graders are less attached to school than 7th graders. More teachers’ emotional support can enhance students’ school attachment, even though students in higher grades have to face much more academic stress on the Basic Competence Test. (2) After controlling for individual characteristics, peer effect and school effect, both teacher’s positive and negative support influence adolescents’ school attachment from 7th grade to 9th grade. In addition, the finding indicates that teacher’s effect on 9th graders’ school attachment is much more than on 7th graders’. That means teacher’s support has different effect that depends on grades. This study provides an effective strategy to increase students’ school attachment which is to focus on teacher’s powerful influence. There is no doubt that peers and teachers are the significant others for adolescents besides parents. The result implies peers are important to adolescents, but the role of teachers in shaping students’ feelings about school has greater effect. Teachers satisfy students’ psychological needs by emotional support. When students perceive love and acceptance, they like school more, which makes them enjoy learning and happier.

並列關鍵字

school attachment ； teacher’s support ； adolescents

參考文獻

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