教師關愛與國中學生學業成就的關係

Class-Tutor Affect in Relation to Student Achievement

10.6251/BEP.19820601.13

范德鑫(Der-Shin Fan)

教育心理學報

15期（1982 / 06 / 01）

195 - 203

繁體中文

本研究係以國民中學一年級前後段八班男女生為對象，利用皮爾遜氏積差相關(Pearson product-moment correlation coefficient)與部分相關(Partial correlation)探究敎師的關愛和學生國文、數學科學習成就的關係，其中敎師關愛包括：敎師温暖(warmth)與拒絕行為兩變項。結果發現，敎師的溫暖行為與A段（程度較好）男生國文班（導師是該班國文科敎師）、B段（程度較差）男生數學班（導師是該班數學科敎師）、A段與B段女生國文、數學班等六個班級之數學或國文成績皆呈正相關，智力因素控制後基本趨勢仍不改變；但A段男生數學班及B段男生國文班此二者呈現負相關，其係數分别為r=-0.16與-0.08，卽使排除智力因素基本形態仍不改變。至於敎師拒絕行為（負性的敎師關愛）與八個班的國文科或數學科皆呈現負相關，智力因素排除後，基本形態除了A段男生國文班二者關係轉變為負相關外，而其他仍然一樣，其中B段男生數學班與B段女生數學班之相關係數分别達0.05與0.01之顯著水準。

The primary purpose of this study was to examine the relationships of classtutor warmth and refusal with student's achievement in Chinese and Mathematics. The subjects were seventh grade students drawn from eight classes of which the class-tutor taught either Chinese or Mathemtics. In 4 of the these classes, had in general superior scholastic achievement (SA) while in the other 4 classes, students had comparatively lower achievement (LA). The AGCT and the Teacher Affect Questionnaires were administered to the subjects. The main findings were as follows: 1. The class-tutor warmth, as perceived by students, had positive relationships with students' achievement in six of the eight classes. But an inverse relationship was found with boys' Mathematics in SA group and boys' Chinese in LA goup, After the intelligence factor was controlled, the basic pattern as shown by the simple correlations was still apparent. 2. As to the negative class-tutor affect (refusal), inverse relationships were found in all eight classes with students' achievement. After the intelligence factor was controlled, the basic pattern was still the same except the girls' in LA group.