Research on learning characteristics for disadvantage teenagers.

• Main Authors: Yun-Han Wang, 王韻涵
• Other Authors: 柯志恩
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/94337356525670336136

碩士 === 淡江大學 === 教育心理與諮商研究所碩士班 === 98 === This research was designed to explore the disadvantaged teenagers’ psychological characteristics in learning (including interpersonal demands, the development of self-esteem, positive thinking in face of difficulties, and frustration tolerance) and to analyze the influence on learning attitude. This research targeted the disadvantaged teenagers from fifth to ninth grade with effective sample of 969. The research instrument “A questionnaire survey on elementary and junior high school students’ psychological characteristics in learning” was designed by the researchers to achieve research purpose. The collected data was analyzed by utilizing descriptive statistics, T-test, One-way ANOVA, Pearson’s product-moment correlation and Regression. The research results were as the following: 1.Teenagers’ psychological characteristics are less influenced by the family background but by the performance of academic achievement. 2.Not all the disadvantaged teenagers perform low academic performance. The higher academic achievement they perform, the better psychological characteristics they have 3.Different background variables result in disadvantaged teenagers'' different psychological characteristics. 4.The more positive psychological characteristics the disadvantaged teenagers perform, and the more positive learning attitude they develop. 5.Frustration tolerance is the best predictor on the disadvantaged teenagers'' learning attitude. Based on research findings and discussion, the researchers proposed a new direction for future researchers, school teachers, guidance counseling staff, government and the private sector to reflect and to rethink the distribution of grants and multi-dimension observation. Providing care to the disadvantaged students’ mental condition and mental consulting followed by academic-related remedy instruction enabled disadvantaged teenagers to explore their abilities. It made the programs and policies achieve the greatest benefit.