The Relationship between Sixth Graders’ Irrational Beliefs about Learningand Gender, Locus of Control, Types of Parental Child-rearing Practice,Types of Teachers’ Teaching Behaviors

• Main Authors: wu ting yu, 吳庭育
• Other Authors: 陸怡琮
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/86950766925934201575

碩士 === 國立屏東師範學院 === 教育心理與輔導學系碩士班 === 93 === The purpose of this study was to investigate the relationships between sixth graders’ irrational beliefs about learning and their gender, locus of control, types of parental child-rearing practices, and types of teachers’ teaching behaviors. The participants were 297 sixth-grade students drawn from ten elementary schools in Kaohsiung County. Each student filled out a scale of irrational beliefs about learning, a scale of locus of control, a scale of parental child-rearing practices, and a scale of teachers’ teaching behaviors. The students’ grades were also obtained from school administrators. The main findings of this study were as follows: 1. Among the subscales of irrational beliefs about learning, the students scored higher on the ”anxiety and depression” , ”perfectionism” and “frustration response” subscales. 2. There was no difference between students of different gender on their irrational beliefs about learning. 3. The students with higher academic achievement tended to score higher on the “imposed to be approved”, “high self-expectancy”, “wrong emotional response”, “avoidance to difficulties”, “fixed and unchangeable”, ” perfectionism”, “hedornism”, “over depence” subscales of irrational beliefs about learning. 4. No significant relationship was found between locus of control and irrational beliefs about learning. 5. No significant relationship was found between teachers’ teaching behaviors and irrational beliefs about learning. 6. The children whose father’s child-rearing practices were “low warmth and low control” scored higher on the “wrong emotional response” subscale of irrational beliefs about learning than the children whose fathers’ were “high warmth and low control”. 7. The children whose mothers’ child-rearing practices were “low warmth and low control” scored higher on the ” imposed to be approved” subscale of irrational beliefs about learning than the children whose mothers’ were “low warmth and low control”. The children whose mothers’ child-rearing practices were “high warmth and low control” scored higher on the “high self-expectancy” subscale of irrational beliefs about learning than the children whose mothers’ were “low warmth and low control”. The children whose mothers’ child-rearing practices were “high warmth and high control” scored higher than the children whose mothers’ were “low warmth and low control” on the “wrong emotional response”, “anxiety and depression”, “perfectionism” subscales of irrational beliefs about learning. 8. Parental child-rearing practices and academic achievement predicted the children’s irrational beliefs about learning significantly, while the children’s irrational beliefs about learning predicted their academic achievement significantly. Based on the findings, implications and suggestions for future research were discussed.