苗栗縣國中學生偏差行為與師生衝突間相關性之研究

黃信璋

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苗栗縣國中學生偏差行為與師生衝突間相關性之研究

黃信璋 , Masters　　Advisor：馮丹白　　

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偏差行為；師生衝突；衝突因應策略；國中學生； Deviation behavior ； Teachers-students conflict ； to launch good conflict strategy ； Junior high school students

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The aim of the research was to understand the correlation between many junior high school students’ deviation behavior and teachers-students conflict, to know how to launch good strategy for students when students came upon teachers-students conflict, and to explore the correlation of students’ different background factors between many junior high school students’ deviation behavior and teachers-students conflict. The research analyzed the strategic differences that students launched. 
The research adopted the investigation method of the questionnaire whose research subjects were public junior high school students in Miaoli. The number of the students who filled in the form was 684. The effective questionnaire was 614. The tool of investigation made up by the researcher was “the questionnaire of junior high school students’ deviation behavior and teachers-students conflict.” The study was based on the data after constructing and examining the questionnaire. The data was carried on statistical analysis such as descriptive statistics, Pearson correlation, independent samples t-tests, one-way analysis of variance, and Scheffe method. Its conclusion was as follows:
1.    The junior high school students thought that “the deviation behavior of the poor habits and acquired characteristics” was easy to trigger the teachers-students conflict.
2.    Students often used the method of “escape” when facing the teachers-students conflict.
3.    The junior high school students would produce the cognitive difference to “the deviation behavior and teachers-students conflict” because of their own gender, school-grade, and family background.
4.    When the junior high school students encountered the teachers-students conflict--- “the violation of school rules and regulations,” they would adopt the manner of “escape” and “cooperation” to deal with it; when facing the teachers-students conflict--- “the poor habits and acquired characteristics,” students would adopt the manner of “cooperation” to deal with it; when meeting the teachers-students conflict--- “learning perplexity,” students would adopt the manner of “escape,” “resistance,” “compromise,” and “cooperation” to cope with it. 
5.    The junior high school students would produce the cognitive difference to “the teachers-students conflict” because of their own gender, school-grade, and family background. 
    According to the result of the study, the researcher proposed the concrete suggestions for schools, teachers, students, parents, and investigations studied in the future to think about and decide upon.

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