家庭與學校聯繫程度與兒童學業成就和生活適應之關係

Family Contacts with the School as Related to Pupils' Achievement and Adjustment

10.6251/BEP.19820601.9

吳武典(Wu-Tien Wu)；林繼盛(Chi-Sheng Lin)

教育心理學報

15期（1982 / 06 / 01）

127 - 137

繁體中文

本研究旨在探討家庭與學校聯繫程度與兒童學業成就和生活適應之關係。樣本取自花蓮市某國小五年級兩班學生共86名，根據自編家庭與學校聯繫情形調查表進行兩個學期之觀察與紀錄。全體樣本並施以加州心理成熟量表第二種國小學業成就測驗、學習態度測驗、成就動機問卷、智能成就責任問卷、巴克雷班級氣氛測驗（自我能力、對校態度、努力與動機三分測驗）、小學人格測驗。調查與測驗結果經積差相關分析與單向三階共變數分析，發現：(1)父母與學校聯繫的程度與兒童的學業成就、學習態度、成就動機、努力與動機、對校態慶、自我能力、人格適應等變項均有顯著正相關(r=.28~.74)；(2)在控制智力因素的情況下，上述各學業成就與生活適應變項因父母與學校不同聯繫程度而有不同—密切聯繫組效果最佳，極少聯繫組最為不利。本研究結果證實家庭與學校的聯繫對於兒童的學習與適應有密切關係，這在教育上具有重大意義。

The purposes of this study were to investigate the relationships between family contacts with the school and pupils' achievement and adjustment. The subjects consisted of 86 pupils from two classes in grade 5 in Hualien city, Taiwan, R.O.C. The family contacts of each pupil's parents were being observed and recorded according to a Family Contact Blank for a period of two semesters and were then transferred into an evaluation form indicating the degree of contacts. The subjects were all taking the Revised California Mental maturity Scale (Form Ⅱ), Pupil Academic Achievement Test, Learning Attitude Inventory, Achievement Motivation Questionnaire, Intellectual Academic Responsibility Questionnaire, Barclay Classroom Climate Inventory (only the Self-Competency Scale, the Attitudes toward Sohool Scale, and the Effort/Motivation Scale were used), and the Pupil Personality Test. By means of correlational analysis and one-way ANCOVA with the intelligence as covariate, the results showed that: (1) There were significant positive correlations between family contacts and pupils' academic achievement, learning attitides, achievement motivation, effort/motivation, attitudes toward school, selfcompetency, and personality adjustment (r=.28~.74); (2) As the intelligence variable was controlled, the higher contact group was superior to the less contact group in those variables mentioned above. It was evident that the degree of family contacts with the school was closely related to children's academic achievement and psychological adjustment.

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