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博碩士論文 etd-0913112-002800 詳細資訊
Title page for etd-0913112-002800
論文名稱
Title
國小學生知覺教師關懷行為與關懷需求對學習動機和自我概念之相關研究
The Relationship Among Students’ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students
系所名稱
Department
畢業學年期
Year, semester
語文別
Language
學位類別
Degree
頁數
Number of pages
101
研究生
Author
指導教授
Advisor
召集委員
Convenor
口試委員
Advisory Committee
口試日期
Date of Exam
2012-09-12
繳交日期
Date of Submission
2012-09-13
關鍵字
Keywords
教師關懷、自我概念、學習動機
learning motivation, teacher caring, self-concept
統計
Statistics
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The thesis/dissertation has been browsed 5779 times, has been downloaded 296 times.
中文摘要
本研究旨在探討高雄及屏東地區國小高年級學童之知覺教師關懷行為與關懷需求對學習動機和自我概念之關係。研究方法採用調查研究法,以667位高雄與屏東之國小學生為研究對象。研究工具包含知覺教師關懷量表、自我概念表、學習動機量表。本研究獲得結論如下:
一、高屏地區國小高年級學生知覺教師對其關懷為中上程度,學生知覺教師關懷以安全最高、感情最低。
二、五、六年級學童皆期望教師給予更多尊重、自我實現的關懷,五年級比六年級學童更期待教師給予更多關懷。
三、男女學生對於知覺教師關懷與關懷需求並沒有差異,學生較能知覺女導師之關懷。
四、學生期望教師給予比現階段更多情感、尊重、自我實現與整體關懷層面之關懷行為。
五、關懷需求較高之學生,擁有較正向之自我概念與學習動機,其中自我實現之關懷需求對學生情感投入、行為投入、心理自我與社會自我有較正向之關係。
Abstract
The study was to investigate the relationship among the students’ perception of teacher caring, caring needs, learning motivation and self-concept for elementary school students. Survey study was conducted on sample consisted of 667 Taiwanese elementary school students with instruments including scales of teacher caring, self-concept, learning motivation. The results of this study were as follows:
A. Students’ perception of teacher caring are above average. In addition, perception of teacher safe caring is the highest and belongingness & love caring is the lowest.
B. Both the 5th and 6th grade students need more teachers’ esteem and self-actualization caring. Comparing with 6th grade student, the 5th students need more teacher caring.
C. No difference between boys’ and girls’ perception of caring and caring needs . Both of them perceive more caring from women teachers.
D. Students hope teachers give more belongingness & love, esteem, self-actualization and the whole caring in the future.
E. The students who need more teachers caring have more positive self-concept and learning motivation.
目次 Table of Contents
第一章緒論
第一節 研究動機與目的………………………................... 1
第二節 名詞釋義……………………………………………6

第二章 文獻探討
第一節 教師關懷與關懷需求………………………………8
第二節 自我概念………………………………....………..18
第三節 學習動機……………………………….......……...22
第四節 教師關懷相關實證研究…………………………..25

第三章 研究方法
第一節 研究架構與研究假設……………………………30
第二節 研究對象…………………………………………..32
第三節 研究工具…………………………………………..33
第四節 資料分析…………………………………………..46

第四章 研究結果
第一節 背景變項、知覺教師關懷、關懷需求、自我概念與學習投入之現況分析……………………………………………………….....49
第二節 背景變項在知覺教師關懷行為與關懷需求之差異情形………………………………………………………..53
第三節 知覺教師關懷之感受與關懷需求差異分析…………………………………………………………..57
第四節 知覺教師關懷行為與關懷需求不同程度在自我概念和學習動機之差異分析……………………………….58
第五節 知覺教師關懷行為、關懷需求與自我概念和學習動機之相關分析………………………………………… 62
第六節 綜合討論…………………………………………64
第五章 結論與建議
第一節 研究發現...………………………………………68
第二節 研究結論…………………...……………………71
第三節 研究建議…………………………………………73

參考文獻
中文部分…………………………………………………75
西文部分…………………………………………………76

附錄
附錄一 預試問卷…………………………………………..83
附錄二 正式問卷…………………………………………..87

表次
表2-1相關國內外關懷量表彙整.........................................16
表2-2知覺教師關懷量表各構面與Maslow需求層次論關注對照.......................................................................................17
表2-3近年國內外教師關懷相關研究彙整一覽表…..…..29
表 3-1預試樣本分布與問卷回收情形………………...…33
表 3-2正式樣本分布及問卷回收情形...…………………33
表3-3「知覺教師關懷量表」試題………………………35
表3-4 「知覺教師關懷量表」項目分析摘要表..…….....36
表3-5「知覺教師關懷量表」因素分析……………………………………………...39
表3-6「自我概念量表」試題……………………………40
表3-7「自我概念量表」項目分析摘要表.…...................41
表3-8「自我概念量表」因素分析表……………………43
表3-9「學習投入量表」試題………………...…………44
表3-10 「學習投入量表」項目分析摘要表……………45
表3-11「學習投入量表」因素分析表…………………46
表3-12 研究假設、研究變項與資料分析方法對照表...47
表4-1 背景變項之次數分配、百分比描述性統計分析…50
表4-2 高屏地區國小學生知覺教師關懷之描述性統計摘要表.........................................................................................51
表4-3 高屏地區國小學生關懷需求之描述性統計摘要表51
表4-4高屏地區國小生自我概念之描述性統計摘要表....52
表4-5 高屏地區國小學生學習動機之描述性統計摘要表52
表4-6 學生性別在知覺關懷量表之平均數、標準差及單變量變異數分析….................................................................53
表4-7 學生性別在關懷需求量表之平均數、標準差及單變量變異數分析……….........................................................54
表4-8 導師性別在知覺關懷各向度之多變量、描述性統計及單變量分析摘要表…………………………………………………………55
表4-9 導師性別在關懷需求各向度之平均數、標準差及單變量變異數分析….... .........………………………….....55
表4-10 年級在知覺關懷量表之平均數、標準差及單變量變異數分析……..….........................................................56
表4-11 年級在關懷需求各向度之多變量、描述性統計及單變量變分析...................................................................…57
表4-12 知覺教師關懷個層面與關懷需求各層面間差異比較……………...........................................................………58
表4-13高中低度知覺教師關懷在自我概念、學習動機之多變量變異數分析摘要………………………………….59
表4-14高中低度關懷需求在自我概念、學習動機之多變量變異數分析摘要....….......................................................60
表4-14-1 高中低關懷需求在自我概念各向度之多變量、描述性統計及單變量變分析………………………………………………...………...60
表4-14-2 高中低關懷需求在學習動機各向度之多變量、描述性統計及單變量變分析……………………...……..61
表4-15 學生知覺教師關懷、關懷需求與其自我概念和學習動機之相關………........................................................62
表4-16關懷需求與自我概念、學習動機之典型相關…64
表5-1 研究結論彙整表………………………................70

圖次
圖3-1 研究架構圖....…………………………………….31
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