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http://140.128.103.80:8080/handle/310901/31764
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| Title: | 高中學生知覺教師與家長心理支持、 成就目標與適應性學習行為之關係研究 |
| Other Titles: | The Relationships among Teacher’s, Parent’s Psychological Support, Achievement Goal, and Adaptive Learning Behaviorof High School Students |
| Authors: | 沈怡伶
SHEN, YI-LING |
| Contributors: | 林啟超
LIN, CHI-CHAU
教育研究所在職專班 |
| Keywords: | 教師心理支持;家長心理支持;成就目標;適應性學習行為;高中學生
teacher’s psychological support;parent’s psychological support;achievement goal;adaptive learning behavior;high school students |
| Date: | 2019 |
| Issue Date: | 2019-12-16T04:33:09Z (UTC)
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| Abstract: | 本研究旨在探討高中學生知覺教師與家長心理支持、成就目標與適應性學習行為之關係。研究以臺灣中部地區公立普通型高級中等學校及完全中學高中部一年級與二年級學生為研究對象，採用問卷調查方法，透過便利取樣方式，抽選9所學校，共計18個班級，有效樣本為659份。以「教師（導師）心理支持量表」、「父母（家長）心理支持量表」、「成就目標量表」與「適應性學習行為量表」為研究工具，運用描述性統計分析、賀德臨T²考驗、皮爾森積差相關與結構方程模式分析以考驗研究假設。本研究結果發現：一、高中學生知覺教師與家長心理支持、成就目標與適應性學習行為之現況為中高程度。二、不同年級在教師心理支持有顯著差異，而性別在教師心理支持無顯著差異。三、不同年級在家長心理支持無顯著差異，而性別在家長心理支持呈現部分顯著差異（如家長結構性支持方面）。四、不同年級與性別之高中學生在成就目標方面均無顯著差異。五、不同年級在適應性學習行為無顯著差異，而性別在適應性學習行為呈現部分顯著差異（如尋求協助方面）。六、高中學生知覺教師與家長心理支持、成就目標與適應性學習行為之間，大部分呈現顯著低度正相關性。七、高中學生知覺教師心理支持分別對趨向精熟目標與適應性學習行為有直接效果、趨向精熟目標對適應性學習行為亦有直接效果；高中學生知覺家長心理支持分別對趨向精熟目標、趨向表現目標與適應性學習行為有直接效果、趨向表現目標對適應性學習行為亦有直接效果。八、高中學生知覺教師心理支持透過趨向精熟目標對適應性學習行為具有中介效果；高中學生知覺家長心理支持亦分別透過趨向精熟目標以及趨向表現目標對適應性學習行為具有中介效果。
The main purpose of this research was to explore the relationship between high school students' perceived teachers and parents' psychological support, achievement goals and adaptive learning behaviors. The 10th and 11th grade students of public high school in central Taiwan were the objects of research. Using a questionnaire survey method, there were 659 students who were from eighteen classes, nine schools which selected through convenient sampling. The "Teacher (mentor) Psychological Support scale", "Parent Psychological Support scale", "Achievement Goal scale" and "Adapted Learning Behavior scale" were used as research instruments. Using descriptive statistics analysis, Hotelling’s T² test, Pearson product-moment correlation and structural equation model analysis. The study found that:First, high school students perceived the psychological support of teachers and parents, achievement goals and adaptive learning behavior were at the medium to high degree.Second, there were significant differences in teacher’s psychological support in different grades, and gender had no significant differences on teacher’s psychological support.Third, there were no significant differences in parent’s psychological support between different grades, and gender showed significant differences on some part of parent’s psychological support (such as parental structural support).Fourth, high school students of different grades and genders had no significant differences on achievement goals.Fifth, there were no significant differences on adaptive learning behavior in different grades, and gender had significant differences on some part of adaptive learning behaviors (such as help-seeking).Sixth, high school students perceived the psychological support of teachers and parents had significantly low positive correlations to most part of achievement goals and adaptive learning behaviors.Seventh, high school students perceived the psychological support of teachers had direct effects on the approach mastery goal and adaptive learning behavior. The approach mastery goal also had a direct effect on adaptive learning behavior. High school students perceived the psychological support of parents had direct effects on the approach mastery goal, approach performance goal and adaptive learning behavior. The approach performance goal also had a direct effect on adaptive learning behavior. Eighth, high school students perceived that teacher’s psychology support had mediating effect on adaptive learning behavior through the approach mastery goal. High school students perceived parent’s psychological support had mediating effects on adaptive learning behavior through both the approach mastery goal and the approach performance goal. |
| Appears in Collections: | [教育研究所碩士在職專班] 碩士論文
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| 107THU01331001-001.pdf | | 4007Kb | Adobe PDF | 126 | View/Open |
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