The Relationships among Perceived Teacher Immediacy, Self-Esteem and School Adjustment of Junior High School Students

• Main Authors: Hsing-Fang Tsai, 蔡幸芳
• Other Authors: 陳聰文
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/52290197249317269617

碩士 === 國立彰化師範大學 === 教育研究所 === 94 === The Relationships among Perceived Teacher Immediacy, Self-Esteem and School Adjustment of Junior High School Students Hsing-Fang Tsai Abstract The main purpose of this study was to explore the relationships among perceived teacher immediacy, self-esteem and school adjustment of Junior high school students. A total of 590 students, ramdomly selected from public junior high school in central Taiwan, responded to a set of instruments including the Perceived Teacher Immediacy Scale, the Self-Esteem Scale and the School Adjustment Scale. The statistical methods used to analyze the data were descriptive statistics, two-way ANOVA, Pearson’s product-moment correlation, multiple regression analysis and stepwise regression analysis. The conclusion of this study indicated that there were significant differences in perceived teacher’s verbal immediacy, perceived teacher’s nonverbal immediacy, self-esteem on relationship, self-esteem on learning, self-esteem on performance, school adjustment on learning, school adjustment on discipline, school adjustment on relationship concerning grade level. And also there were significant differences in perceived teacher’s verbal immediacy, self-esteem on performance, school adjustment on learning, school adjustment on discipline concerning gender level. There were significant correlations between the perceived teacher immediacy, self-esteem and school adjustment of junior high school students. The multiple regression analysis revealed that junior high school students’ perceived teacher’s verbal immediacy could predict students’ self-esteem. The multiple regression analysis revealed that junior high school students’ perceived teacher’s verbal immediacy could predict students’ school adjustment. Besides, junior high school students’ perceived teacher’s nonverbal immediacy could predict students’ school adjustment on relationship. The multiple regression analysis revealed that junior high school students’ self-esteem could predict students’ school adjustment. Based on the result of the stepwise regression analysis, junior high school students’ self-esteem on relationship, perceived teacher’s verbal immediacy, self-esteem on learning, self-esteem on performance, self-esteem on mentality were significant predictors for students’ school adjustment. Finally, some suggestions for teachers, schools and future research were proposed according to the result.