國中學生班級氣氛知覺、學習態度與學業成就關係之研究--以國文科為例

• Main Author: 林淑真
• Other Authors: 陳聰文
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/48962462024722834688

碩士 === 國立彰化師範大學 === 教育研究所 === 90 === The purpose of this study was to investigate junior students’ perceptions of class climate in Chinese class, and the differences among their learning attitudes and academic achievements in Chinese class. The variables investigated in this study were composed of background variables of the teachers, students and schools. The questionnaire was consisted of three parts: background information, scale of Chinese class climate, and scale of learning attitudes toward Chinese. The questionnaire was administrated to a sample of 1013 junior high students in public schools in TaiChung, Changhua, Yunlin and Nantou. We applied descriptive statistics, One-way Manova, Canonical correlation, and Spearman rank correlation to analyze the data. The critical findings of this study were as follows: 1. Junior high students perceived harmonious class climate in Chinese class. Students didn’t feel favoritism from teacher but conflicts in the class. 2. Junior high students held good learning attitudes toward Chinese. Most of them accepted the usefulness and worthiness of Chinese class. 3. There were no significant differences in class climate for students according to teachers’ positions, school locations. However, genders of teachers and students, grades, socioeconomic status and class numbers in a school would significantly affect class climate. 4. As a whole, students wouldn’t express different learning attitudes according to different genders of teachers, but they really did so because of different positions and experiences of teachers, students’ genders, grades, locations of schools and the class numbers. 5. There were significant Canonical correlations among satisfaction of class climate, favoritism, cognition domains, affective domains, learning and testing behaviors in class. 6. There was a mild positive correlation among class climate, conflict perceptions and academic achievements. In the aspect of learning attitudes, academic achievements had significant positive correlation with cognition and affective domains, and learning/testing behaviors in class.