The Study on the Correlation between Self-Concept and Behavior Disturbance of Continuation Vocational High School Students –The Case of Keelung City

• Main Authors: Meng-Ching Wu, 吳孟槿
• Other Authors: 宋修德
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/22838895765535886714

碩士 === 國立臺灣師範大學 === 工業科技教育學系 === 101 === The study aims to realize the correlation between self-concept and behavior disturbance of continuing education school students in Keelung City, and is intended to summarize the factors causal to disturbed or disruptive behavior by students. Based on references, the research examines questionnaires that are intended to measure students’ self-concept and behavioral attitudes and how they might result in incidents of disturbance to comprehend if gender, age, family’s structure, socioeconomic status, peer group and so on affect students’ self-concept and patterns of behavior disturbance. An additional intention is of this study is to examine possible re-habilitation counseling techniques and strategies that would address these patterns of disturbances and disruptive behavior. With these objectives in mind this research focuses on students in the last three grades of continuing education high schools of Keelung City, including National Keelung Girls’ Senior High School, National Keelung Commercial and Industrial Vocational Senior High School, National Keelung Maritime Vocational High School, Kuang Lung Vocational High School and Sacred Heart High School, 1642 students in total. Self-concept Questionnaires and Behavior-problem Questionnaires were administered to 600 school students from the aforementioned schools during 2011 school year.405 effective samples, including 56 from previous research and 349 formal surveys conducted in 2011 were included in results. The data was analyzed by descriptive statistics, One-Samples T test, and Multiple Regression Analysis.The major findings are as follows: (a) The difference between ages, future plans, current career status, the highest education profile of parents, the entry reasons students in continuation school on Self-concept was significant in total. (b) The difference between grades, ages, future plans, current career status, socioeconomic status, students’ reasons for attending school were all significant, in their consequence on behavior-disturbance patterns. (c) The teachers’ teaching style, school environment, and peer group influence had significant influence on self-concept and behavior-disturbance patterns in the students. (d) Emotional and self-study programs had the most significant effect on behavior-disturbance patterns. Based on these findings, the researcher suggests that both the student counseling system and the teacher evaluation system for professional development need strengthening and continued emphasis and recognition of their importance in student well being and development, and furthermore efforts need to be made to guide students by realizing the importance of improving the emotional intelligence of the students