The Study on the Relation between Positive Discipline Expectation, Perception and Classroom Climate from Fifth and Sixth Grade Students of Elementary School

• Main Authors: Wong,Yinjhen, 翁吟甄
• Other Authors: Jiang,Jhihjheng
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/45125491387799260691

碩士 === 國立臺中教育大學 === 教育學系 === 99 === The purpose of this study was to discuss the current situation concerning positive discipline expectation and perception by the fifth and sixth graders’ students of elementary school in Taichung city, to understand the positive discipline expectation and perception by comparing different background variables for students, and to analyze the positive discipline expectation and perception discrepancy of classroom climate. Finally, the correlation between teacher positive discipline and classroom climate. The method of this study was a questionnaire survey, the questionnaire “Positive discipline and classroom climate” is applied in this study. The subjects of this study were fifth and sixth Grade Students from 30 classes in 15 elementary school in Taichung city. 820 copies of this questionnaire were sent out, 780 copies were valid. With the average, standard deviation, Percentage, t-test, one-way ANOVA, Pearson product-moment correlation, the collected data have reached results as follows: 1. The expectation of positive discipline is high degree, especially in aspects of “stable emotional management” yet the “sound and supporting environment” was lowest. 2. The current implementation of positive discipline is is above the middle degree, especially in aspects of “clear and reasonable regulations” yet the “sound and supporting environment” should be improved. 3. Teacher positive discipline expectation by the fifth and sixth graders’ students of elementary school in Taichung city did obviously differ because of the size and scale of school and grader. 4. Teacher positive discipline perception by the fifth and sixth graders’ students of elementary school in Taichung city did obviously differ because of the size and scale of school , sex and grader. 5. The same of the positive discipline expectation and perception discrepancy by students, the classroom climate is better. 6. The fuller implementation of positive discipline by elementary school’s teachers, the greater classroom climate it is.