國中與國小班級中影響學生社會行為與社會關係之相關因素研究

• Main Authors: 黃德祥, Huang, Der-Hsiang
• Language: 中文
• Published: 國立政治大學
• Online Access: http://thesis.lib.nccu.edu.tw/cgi-bin/cdrfb3/gsweb.cgi?o=dstdcdr&i=sid=%22A2002000138%22.

本研究之主要目的在於探討國中與國小班級情境中，影響學生社會行為與社會關係的重要因素所在、系統性的分析「人的因素」、「物理環境」與「結構因素」對學生班級社會行為與社會關係的作用，並探究各變項間的關聯，以及那些因素最具有顯著的預測作用，再根據研究發現，對我國中小學教育提供各項建議。 本研究依據Gump (1980)與Dunkin & Biddle (1974)的理論觀點所建立的理論架構共考慮了四大類變項：一、先在變項：再分為：（一）人口變項：含性別、年級、社經水準、兄弟姊妹數。（二）生活經驗：看電視時間、擔任幹部經驗。（三）外表吸引力：面部長相與儀表穿著。（四）智力與成就：智力、德育、智育、體育、群育、自我成就知覺。二、歷程變項：社會技巧、社會焦慮、社會自尊、活動取向。三、情境變項：再分為：（一）物理環境：座位安排、鄰近原則、教室密度。（二）班級結構：團體凝聚力與班級競爭程度。（三）受教師喜歡程度。四、結果變項：社會行為、社會關係。其中先在變項、歷程變項與受教師喜歡程度係屬人的因素。座位安排、鄰近原則、教室密度係屬物理因素。團體凝聚力與班級競爭程度係屬結構因素。 本研究為了考驗各項假設，共設計與使用了下列的各項問卷與評量表：一、學生基本資炓與家庭社經地位調查表。二、瑞文氏非文字推理測驗。三、社會技巧評量表。四、社會焦慮評量表。五、社會自尊評量表。六、社會計量調查表。七、青少年活動取向調查表。八、團體凝聚力評量表。九、班級競爭程度評量表。一、學生班級社會行為評量表。十一、教師喜愛學生程度調查表。十二、學生外表吸引力評量表。十三、學座位安排調查表。 本研究自台北市８所國中與15個班級中抽取601位學生為受試者。調查所得資料，經以單因子變異數分析、三因子變異數分析，逐步迴歸分析、典型相關分析、卡方考驗、區別分析、Ｔ考驗、徑路分析法等進行統計分析。 本研究之主要發現如下： 一、在人口變項方面：女生的社會技巧與社會自尊顯著的高於男生，但男生的社會焦慮顯著的低於女生。不同年級之學生其社會自尊有顯著差異存在：家庭社經水準較高者其社會自尊較高。 二、在生活經驗方面：看電視時間較少、有擔任班級幹部經驗之學生其社會技巧較佳、社會焦慮較低、社會自尊亦較高。 三、在外表吸引力方面：面部長相好看與儀表穿著整潔者其社會技巧較佳、社會焦慮較低、社會自尊亦較高。 四、在智力與成就方面：一般發現智力較高、四育成績較佳、自牟成績知覺等級較高者其社會技巧與社會自尊有較好的傾向。 五、整體而言、性別、看電視時間、擔任班級幹部經驗、儀表穿著、體育成績、自我成績知覺是六個對社會技巧、社會焦慮與社會自尊較具預測作用的變項。 六、以最感興趣的活動而言，國中與國小學生還答自我活動者多於選答社會活動者。性別、儀表穿著與社會技巧是對國中與國小學生活動傾向較具預測作用的變項。 七、先在變項與歷程變項兩組變項之間有二個顯著的典型相關存在，先在變項以性別、社經水準、看電視時間、擔任幹部經驗、面部長相、儀表穿著、智力、德育、智育、群育與自我成績知學之典型因素負荷量較高，而歷程變項則以不當交往技巧、不合群、懼眾、社會逃避、社會自信、人際勇氣等變項之典型因素負荷量較高。 八、歷程變項與結果變項兩組變項之間亦有二個顯著的典型相關存在。歷程變項中以不當交往技巧、不合群、懼眾、社會逃避、怕生等變項之典型因素負荷量較高，而結果變項以不當行為、退縮行為與社會久佳等變項之典型因素負荷量較高。 九、社會技巧較佳、社會自尊較高的國中小學生，其班級社會行為較佳。高社會自尊之國中小學生其社會關係亦較好。 十、國中小學生多教育被鄰座做為正向社會提名的對象，較少數被作為負向社會提名的對象。 十一、受教師喜歡程度較高的學生有較佳的班級社會行為表現。 十二、受教師喜歡程度、團體凝聚力、教室密度、鄰近原則等變項對學生班級社會行為具有顯著預測作用。 十三、受教師喜歡程度、團體凝聚力、教室密度、座位安排方式對學生班級社會關係具有顯著的區別作用。 十四、國中學生之團體凝聚力低於國小學生，競爭程度都高於國小學生。 十五、本趼究之先在、歷程與情境共２４個變項中，以受教師喜歡程度、年級、群育、體育、團體凝聚力、性別、面部長相、社經水準、擔任幹部經驗、智育、體育等11個變項對班級社會行為較具顯著預測作用。 十六、在先在、歷程與情境共２４個變項中，以受教師喜歡程度、團體凝聚力、儀表穿著、性別、德育、社會焦慮、社會自尊、教室密度、體育、年級等１４個變項對班級社會關係較具有顯著的區別作用。 十七、受歡迎組之國中小學生其班級社會行為最佳，受爭議組之國中小學生，其班級社會行為最差。 十八、本研究所建立的假設性徑路分析圖，多數的徑路係數達到顯著水準，具有一定的解釋功能。 研究者根據文獻分析與研究發現，提出了各項建議： 一、在教育行政方面： （一）應再降低國中小學班級學生人數。 （二）中小學應經常變換學生座位。 二、在教學與輔導方面： （一）鼓勵學生減少看電視時間。 （二）讓每位學生都有擔任班級幹部的機會。 （三）指導學生整潔儀容、養成良好生活習慣。 （四）增強學生自我信心、減少班級社會比較訊息。 （五）進行社會技巧訓練。 （六）提供機會並鼓勵學生參與社會活動。 （七）教師應妥善分配酬賞、鼓勵班級合作。 （八）教學與輔導措施應兼顧班級中之人、物理與結構的因素。 三、進一步研究的建議： （一）對於中小學生班級社會行為與社會關係進行長期研究。 （二）進行社會技巧相關實驗研究。 （三）考慮更多變項與增加統計分析精密度。 === The purpose of this study was to examine the imapcts of physical milieu, human components and standing patterns of behaviour (social structures) on social behaviours and social relations of students in the classroom, based on the perspectives of Gump (1980) and Dunkin & Biddle (1974). According to the theories of Gump (1980) and Dunkin & Biddle (1974), this study proposed 24 variables which possibly influenced the social behaviours and social relations of students in the classroom of junior high and primary students, including presage variables: gender, schooling grades, SES, sibling numbers, TV watching time, formal jobs serving classmates, facial features, outward appearance, intelligence, moral, academic, physical education, and social achievements, and self-perception of ability; process variables: social skills, social anxiety, social self-esteem and the orientation of activities; situational variables; seating arrangements, the principle of proximity, classroom's density, group cohesion, classroom's competition, and beloved by teachers. On the other hand, the demographic variables-gender, schooling grades, SES, sibling numbers, living experiences-TV watching time and formal jobs serving classmates, physical attraction-facial features and outward appearance, intelligence and achievements-intelligence, moral, academic, physical education, and social achievements, social abilities-social skills, social anxiety, social self-esteem and the orientation of activities, and beloved by teachers were considered as human components. Moreover, seating arrangements, the principle of proximity, and classroom's density were regarded as physical milieu, while group cohesion and classroom's competition were seen as social structures. In order to test the proposed model, fourteen questionnaires, scales or inventories were used in the study. They were Basic Data and SES Questionnaires, Raven's Standard Progressive Matrices, Social Skill Inventory, Social Anxiety Inventory, Social Self-esteem Inventory, Sociometry, Youngers' Activities Scales, Group Cohesion Inventory, Classroom Competition Inventory, Students' Social Behaviours Scale, Beloved by Teachers Questionnaires, Seating Arrangements Survey, and Physical Attractions Survey. Six hundred and one junior high and primary students, belonging to 8 schools and 15 classrooms in Taipei City, were randomly sampled. They were administrated or evaluated by the questionnaires, scales, and inventories mentioned above during the second semester, 1987/88 academic year. The statistical methods of One-way ANOVA, Three-way ANOVA, Step-wise Regression, Canonical Analysis, Chi Square, T-test, Discriminant Analysis, and Path Analysis were used un the study. The main findings in this study were presented as follows: 1.Demographic variables and social abilities a.The social skills and social self-esteem of girls were better than those of boys. However, boys' social anxiety was lower than girls. b.The subjects of higher SES had higher social self-esteem. 2.Living experiences and social abilities a.The students who had fewer TV watching time had better social skills and social self-esteem; meanwhile, they had lower social anxiety. b.Those who had formal jobs serving classmates had better social skills, social self-esteem, and lower social anxiety, while those who did not have formal jobs serving classmates had worse social skills, social self-esteem, and higher social anxiety. 3.Intelligence, achievements and social abilities a.Those who had higher intelligence and achievements had better social skills and social self-esteem. b.The students who were higher self-perception of abilities had better social skills and social self-esteem. 4.In general, the variables of gender, TV watching time, formal jobs serving classmates, outward appearance, and self-perception of abilities were best predictors to explain the social skills, social anxiety, and social self-esteem. 5.Most junior high and primary students spent more time in self-activities. Furthermore, the variables of gender, outward appearance, and social skills were best predictors to predict the orientation of activities of students. 6.There had two significant canonical factors existing between the presage variables and process variables. Especially, the variables of gender, SES, TV watching time, formal jobs serving classmates, facial features, outward appearance, intelligence, morality, academic achievement, achievement of physical education, social achievement, and self-perception of abilities appeared higher factor loading in the first canonical factor of presage variables; at the same time, the variables of inappropriate social skills, social disability, fear of crowd, social avoidance, social confidence, and interpersonal courage had higher factor loading in the first canonical factor of process variables, explored by canonical analysis. 7.There had two significant canonical factors existing between the process variables and product variables. Moreover, the variables of inappropriate social skills, social disability, social avoidance, and fear of strangers had higher, factor loading in the first canonical factor of process variables; meanwhile the disruptive behaviours, withdrawal behaviours, and social disable behaviours had higher factor loading in the first canonical factor of product variables. 8.Those who had better social skills and higher social self-esteem had better social behaviours in the classroom. Also, those who had higher social self-esteem had better social relations in the classroom. 9.Most students were positively nominated by classmates seating in the nighbourhood, while fewer students were negatively nominated by classmates seating in the nighbourhood. 10.For situational variables, beloved by teachers, group cohesion, classroom's density, and the principle of proximity were significant variables to predict the social behaviours of subjects in the classroom. 11.The group cohesion of junior high students were worse than those of primary students. On the contrary, the classroom's competition of junior high students were higher than those of primary students. 12.Generally, the variables of beloved by teachers, schooling grades, social achievement, achievement of physical education, group cohesion, gender, facial features, SES, formal jobs serving classmates, academic achievement, and morality could significantly predict social behaviours of students in the classroom. 13.Basically, the variables of beloved by teachers, group cohesion, outward appearance, gender, morality, social anxiety, social self-esteem, classroom's density, achievement of physical education, schooling grades could significantly discriminate the social relations of students in the classroom. 14.The popular students had better social behaviours in the classroom. 15.A proposed path model was mostly supported by path analysis, showing the casual relationships among the important variables influencing social behaviours and social relations of students in the classroom. Above all,the author postulated some suggestions in education according to the fingings as the following: 1.In educational administration a.Reducing the number of students in the classroom if junior high and primary schools. b.Frequently changing the classroom seatintg of students in the classroom. 2.In teaching and guidance a.Encouraging the students to decrease the time of watching TV. b.To let every students have opportunities to serve classmates. c.Guiding students to clean clothes and outward appearances. d.Enhancing student's self-confidence, and reducing the social comparison information in the classroom. e.To do social skills training for students. f.Fairly distributing rewarde and encouraging students to cooperate each other. g.Considering the physical milieu, human components, and social structures in every decision of teaching and guidance. 3.Research in the future a.Trying to do longitudinal study concerning social behaviours and social relations in the classroom. b.Doing the experiments with respect to social skill training. c.Considering more variables and using more statistical methods.