The Role Expectations on "Good Student" of Teachers and Students in Elementary and Junior High Schools
本研究探討國中小師生對「好學生」的角色期望，採文獻探討及調查法進行資料蒐集，先以根據文獻探討及前導性研究結果所編製之「好學生角色期望量表」，針對248位國中小師生進行預試，再以修訂後之量表調查876位國中小師生，調查資料以SASW Statistics 18.0套裝軟體中次數分配、二因子多變量變異數分析進行分析。研究結果發現，「國中小師生對好學生的角色期望包括品德、慣習、學習三層面，其中，對品德的期望最高」、「師生對好學生品德層面之角色期望並無顯著差異，但在慣習、學習等層面之角色期望，學生顯著高於教師」、「國小師生對好學生之期望，在品德、慣習、學習三層面，都顯著高於國中師生」、「師生身分與國中小教育階段兩背景變項存有交互作用，乃因國小學生對品德之期望較高」。據此推論，國中小師生對好學生的角色期望都存有「擬成人」的觀點，尤其是國小學生。
This study investigates the role expectations of teachers and students on "good student". Literature review and questionnaire investigation were used as methods to collect data. 248 subjects, who were teachers or students in either elementary or junior high schools, participated in a pretest to construct the questionnaire used in this study, i.e. Questionnaire of Good Student Role (QGSR). After QGSR was constructed, 876 subjects participated in the survey research using QGSR as a questionnaire. The data collected were statistically analyzed by Frequency and two-way MANOVA using SASW Statistics 18.0 as software. The findings of this study are summarized as follows: 1. Both teachers and students recognized that all of the three role contents, i.e. "morality", "habitus", and "learning", are necessary for good student role. 2. Students, rather than teachers, had a significantly higher level of role expectation for "good student" in the dimensions of "habitus" and "learning". 3. The subjects in elementary schools, rather than those in junior high schools, had a significantly higher level of role expectation for "good student" in all of the three dimensions. 4. An interaction between the two variables, subjects' status and schools' educational stage, existed in the dimension of "morality". All subjects, especially elementary school students, had the concept that a good student is a "pseudo-adult".
|關鍵詞||好學生、國小、國中、學生角色、elementary school、good student、junior high school、student role|