| Summary: | 碩士 === 國立臺東大學 === 社會科教育學系碩士班 === 101 === Abstract
The purpose of this study is to explore the status and correlation between classroom climate and prosocial behavior of elementary school higher-grade students and to study the differences of these variables among diverse backgrounds.
The study objects are fifth and sixth grade students from 100 academic year of public elementary school in Pingtung County. The self-compiled ”Score of Classroom Climate” and “Prosocial Behavior Questionnaire” edited by Lo, Juei-yu are used as instruments. This study uses stratified random sampling. The questionnaires are handed out to 40 classes in 20 schools, and the number of valid questionnaires is 947. All data are processed using the SPSS 12.0 for Windows and analyzed by descriptive statistics, t-test, ANOVA, and Pearson’s product-moment correlation.
The major results of this study are as following：
1.The students have good perception of classroom climate except “conflict and limit”.
2.The students mostly have good abilities of prosocial behaviors excluding “helping”.
3.Some students’ perceptions of classroom climate are obviously influenced by the grade of students and the gender of teachers. Furthermore, they show completely variation because of family educations. However, there are no differences in terms of the students’ gender, the school location and the family type.
4.The prosocial behavior performances of elementary students have significant differences according to the gender of the students and teachers; moreover, they are partially affected by the grade of students and the family type. But there are no differences in regard of school locations.
5.There is a positive correlation between classroom climates and prosocial behavior except “conflict and limit”.
Based on the conclusions of this thesis, this research proposes some suggestions for the educational organization, teachers and future researchers.
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