國中教師班級經營與學生學習動機之研究

劉素倫; 林清文

doi:10.7040/JGC.200705.0001

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P1 - 24

社会科学 > 心理学
社会科学 > 教育学

DOI： 10.7040/JGC

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国中教师班级经营与学生学习动机之研究

The Study of Teachers' Classroom Management and Students' Learning Motivation in Junior High Schools

刘素伦(Su-Lun Liu) ；林清文(Ching-Wen Lin)

辅导与谘商学报； 29 卷 1 期 (2007 / 05 / 01) ， P1 - 24

繁体中文 DOI： 10.7040/JGC.200705.0001

班级经营；国中生；学习动机； classroom management ； junior high school students ； learning motivation

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摘要 │ 参考文献 (63) │ 被引用文献 (2) │ 国际计量

摘要〈TOP〉

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The study is concerned about the current situation of teachers' classroom management and students' learning motivation in junior high schools. The main purpose of this study is to investigate the relationship between teachers' classroom management and students' learning motivation.
The Questionnaire Survey Method is adopted in the research. By Multistage Stratified Cluster Random Sampling, 954 junior high school students in Taiwan area were selected as the subjects of this study. The instruments used in this study ate the ”Classroom Management Effectiveness Scale” and the ”Motivation Scale” of the ”Self-Regulated Learning Inventory (SRLI)”. With the application of software of SPSS 10.0 for Windows, all the data from the questionnaire survey is analyzed with the descriptive statistics, one-way MANOVA, Discriminate Analysis and Canonical Correlation Analysis. The conclusions of this research are stated as follows:
1. The situation of teachers' classroom management is good and acceptable, only the management of class ruling is performed poorly.
2. Gender differences in students' perception of teachers' classroom management indicated that male students perceived higher teachers' ”class ruling” than female students.
3. Grade differences are found in students 'perception of teachers' classroom management. First, the junior high school students of the 1st grade are reported to perceive the most teachers' ”caring guidance,” the 2nd grade students are reported as the next, and the 3rd grade students are reported to perceive the least teachers' ”caring guidance.” Second, the 3rd grade students are reported to perceive the most teachers' ”future-life guidance,” the 1st grade students are reported as the next, and the 2nd grade students are reported as the least.
4. School location differences in students' perception of teachers' classroom management indicated that students living in urban area perceived higher teachers' ”classroom rules management” than those living in rural area ligh and positiwe.
5. The learning motivation of the students in junior high was positive and active. But at the same time, students are reported to have higher ”test anxiety” and ”negative affect.”
6. Gender differences in students' learning motivation indicated that female students are reported to lave higher ”abasement and confidentlessness” than male students.
7. Grade showed significant differences in students' learning motivation. The 1st grade students reported the highest ”positive learning attitude,” the 2nd grade students are reported as the next, and the 3rd grade students are reported as the least ”positive learning attitude.”
8. School location showed no significant differences in students' learning motivation.
9. Teachers' classroom management affected students' learning motivation mainly through the canonical factor of ”positive interpersonal guidance-positive learning attitude.”
Based on the above results, discussions and suggestions are provided to the educational authorities, junior high school teachers, the school guidance and counseling staff or teachers, and future research.

参考文献 ( 63 ) 〈TOP〉

程炳林、林清山(2001)。中学生自我调整学习量表之建构及其信效度研究。测验年刊，48，1-41。
连结：
程炳林(2002)。多重目标导向、动机问题与调整策略之交互作用。师大学报：教育类，47(1)，39-58。
连结：
Anderman, E. M.,Young, A. J.(1994).Motivation and strategy use in science: Individual differences and classroom effect.Journal of Research in Science Teaching,31,811-831.
Bandura, A.(1986).Social foundations of thought and action: A social cognitive theory.Englewood Cliffs, NJ:Prentice Hall.
Brophy, J.,D. Berliner,Rosen-shine. (Eds.)(1987).Talks to teacher`s.New York:Random House.

被引用文献 ( 2 ) 〈TOP〉

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