| Summary: | 碩士 === 國立彰化師範大學 === 輔導與諮商學系 === 106 === This study aims to understand the research of self-esteem, classroom climate and classroom climate strategies on eighth grade students. In this study, a questionnaire survey was used. The 8th grade students from Taichung, Changhua and Nantou were the main research samples. A total of 30 classes (from 30 schools) were selected for testing, and a total of 678 valid samples were collected. Using the “Adolescent Self-Esteem Inventory”, “Student Classroom Climate Scale” and “Self-Handicapping Strategies Scale” as research tools, data collection was conducted. The questionnaire data were analyzed by descriptive statistics, two-way analysis of variance, correlation analysis, and multiple regression analysis. The results obtained were as follows:
1.Eighth grade students’ self- esteem is more positive than those of research 15 years ago.
2.The classroom climate of eighth graders is more warm and harmonious than the research of the previous nine years.
3.Students in the eighth grade will not use self- handicapping strategies before the exams, but slightly raise than past research.
4.Comparison with students in middle and low self-esteem, students in high self-esteem will not use self-handicapping strategies. That is, students in high self-esteem are less self-handicapping.
5.There is no significant difference on using self-handicapping strategies in the 8th grade students under the different classroom climate.
6.Without the inclusion of self-esteem variables, the classroom climate has predictive power for self-handicapping strategies.
7.The 8th grade students' self-esteem has predictive power on self-handicapping strategies. Self-esteem has an inhibitory effect on self-handicapping strategies.
8.Eighth grade students’ self-esteem has a complete mediating effect between classroom climate and self-handicapping strategies.
According to the findings of study, suggestions were provided for school teachers, parents, and the following studies.
|
|---|
