臺北市國中生對教師正向管教與其自尊之研究

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Please use this identifier to cite or link to this item: https://irlib.pccu.edu.tw/handle/987654321/31803

Title:	臺北市國中生對教師正向管教與其自尊之研究 The Study on Junior High School Teachers’ Positive Discipline and Students’ Self-esteem in Taipei City
Authors:	洪郁芬
Contributors:	生活應用科學系碩士在職專班
Keywords:	國中生正向管教自尊 junior high school student positive discipline self-esteem
Date:	2016
Issue Date:	2016-01-22 09:47:39 (UTC+8)
Abstract:	本研究旨在探討臺北市國中生背景變項在教師正向管教與學生自尊之差異，教師正向管教與學生自尊之相關，以及國中生背景變項、教師正向管教對學生自尊之解釋力。本研究採問卷調查法，以臺北市國中生為研究對象，依配額取樣法按學校規模人數比例發放，得有效問卷577份。研究結果如下： 1.「學生年級」、「教師性別」、「學校規模」在「教師正向管教」上達顯著差異，七年級生高於八、九年級生，女教師高於男教師，大型學校高於中型學校。 2.「學生年級」、「學校規模」、「家庭型態」、「家庭社經地位」在「學生自尊」上達顯著差異，七年級生高於八、九年級生，大型學校高於小型學校，典型家庭高於非典型家庭，「中高（含）以上」家庭社經地位高於「中」、「中低（含）以下」家庭社經地位。 3.「教師正向管教」愈佳，則「學生自尊」愈趨正向。 4.國中生背景變項中的「家庭社經地位」、「學校規模：小型─大型」、「家庭型態」、「學生年級」、教師正向管教中的「鼓勵增強」對「學生自尊」具有 21.9%之解釋力。根據研究發現，建議學校持續推動正向管教，國中教師運用合理規範、善用鼓勵增強，提供學生完善支持，適時給予協助，營造愉快、溫馨的學習氛圍，落實正向管教，進而提升學生自尊。 This study proposes to investigate differences in these students’ background factors, teachers’ positive discipline, and students’ self-esteem, the correlation between teachers’ positive discipline and students’ self-esteem, as well as junior high school students’ background factors and teachers’ positive discipline’s ability to explain students’ self-esteem. Adopting the “questionnaire survey method” and students from junior high schools in Taipei City as research participants, this study employed the quota sampling technique to distribute questionnaire copies proportional to the number of students from different school scales. A total of 577 valid questionnaire copies were returned. The results are as follows: 1. “Students’ grade”, “teachers’ gender”, and “school size” make a significant difference on teachers’ positive discipline. 7th grade students have a higher level perception of teachers’ positive discipline in comparison with 8th and 9th grade students. Female teachers’ positive discipline is better than male teachers’. Students from big size school have a higher level perception of teachers’ positive discipline than middle size school. 2. “Students’ grade”, “school size”, “family type”, and “students’ family socioeconomic status” make a significant difference on students’ self-esteem. 7th grade students have higher self-esteem in comparison with 8th and 9th grade students. Students from big size school have higher self-esteem than small size school. Students from typical family have higher self-esteem than atypical family. Students with higher family socioeconomic status have higher self-esteem than students with lower family socioeconomic status. 3. “Teachers’ positive discipline” and “students’ self-esteem” show moderate positive correlation. 4. “Family socioeconomic status”, “school size”, “family type”, “students’ grade” and “encouragement and reinforcement” account for 21.9% of variance in “students’ self-esteem” of junior high school students in Taipei City. Based on the findings of this study, schools are recommended to promote positive discipline, teachers are encouraged to provide students with support, timely assistance, thus create a pleasant, warm learning environment. In this way, teachers can enhance students' self-esteem by positive discipline.
Appears in Collections:	[Department of Applied Science of Living & Graduate Institute of Applied Science of Living ] thesis

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